Needless Animal Research, Testing, and Experimentation is Wrong Essay

Needless Animal Experimentation is Wrong    If penicillin had been tested on guinea pigs, it might never have reached the public. It is lethal to guinea pigs, deactivates the blood system of rabbits and is deadly to cats ("Bio-Medical Research"). Scientists are pushing for more experiments regardless of the cost to the animal's life. "One expense is the involvement of killing animals in the pursuit of a pine-scented air freshener"(Vergoth,p21). Animals suffering in experimentation labs are in just and cruel to animals. It is wrong to harm an innocent animal of any wrong doing, when the animal doesn't know right from wrong. It is argued that people have an obligation to animals, so that we can protect their welfare. Charles Fried claims "physical harm as an impingement upon the body which either causes pain or impairs functioning" (Fox, p85). Many animals experience pain, and sometimes death, during lab experiments. No animal experiments can be justified. Animals have helped in some ways, such as the discovery of the polio vaccine. Vivisection can be defined as an invasive experiment performed on an animal for the purpose of scientific research, product testing or education ("The National. . ."). Vivisection is extremely wrong because it causes pain and suffering on animals. Animals are entitled to be free from acts of cruelty. Animals, however, are important in research because their body systems are almost identical to humans. The use of dogs developed open-heart surgical techniques, coronary bypass surgery, and heart transplantation. Animals have helped in some ways, such as the discovery of the polio vaccine. The pulsing pain of electrodes planted in a chimps' brain is repulsive. The death of a tortured ra... ...re us so they will be here after the people leave. Bibliography Bio-Medical Research. [online] Nov, 4, 1997. Available at: http://www.navs.org/biomed.htm Fox, Michael Allen. "Animal Experimentation is not justified." Animal Rights:Opposing Viewpoints. Leone,Bruno, Series Ed. San Diego, CA. Greenhouse Press.1996. Frey, R.G. "All Animals Are Not Equal."Animal Rights:Opposing Viewpoints. Leone,Bruno, Series Ed. San Diego, CA. Greenhouse Press.1996. The National Anti-Vivisection Society. [online] Nov, 4, 1997. Available at: http://www.navs.org Product Testing. [online] Nov, 4, 1997. Available at: http://www.navs.org/product.htm Singer, Peter. "All Animals Are Equal."Animal Rights:Opposing Viewpoints. Leone,Bruno, Series Ed. San Diego, CA. Greenhouse Press.1996. Vergoth, Karin. "Guinea Pigs." Psychology Today. November/December 1995. pp21.

How does Frost tell the story in ‘The Wood †Pile’? Essay

In the poem ‘The Wood – Pile’ Robert Frost uses a very tight structure, it is a sum of one stanza which he has used in other poems such as â€Å"Out Out -†. This poem is first person narration, which is another thing that a lot of Frost poems share in common, the setting of the poem is introduced in the first line of the poem ‘the frozen swap’ this releases visual imagery straight away. The last two words of the first line of the poem ‘gray day’ Frost uses internal rhyme the theme of the poem is nature it is set outside and it also it involves tree’s and birds Frost tells the story using this as the stake and the prop is natural resources and the wood-pile is society and because we are using nature up, it is soon going to collapse. Line four of the poem â€Å"No I will go on farther – and we shall see† here the person in the poem is conveying a journey which is long, it is as if this person is trying to prove something to themselves, Frost uses this to tell the story in ‘The Wood-Pile’ showing how this poem is moving forward it is an expedition. ‘The hard snow held me, save where now and then’ the words used here come across as very harsh as snow is normally soft not hard, this inflicts the change in the nature in the area of where the narrator is it always uses visual imagery so the picture of the woods is shown. ‘A small bird flew before me’ A technique that Frost uses is anthropomorphism which is used for the bird, as he shows him as if it is his â€Å"last stand†. Whilst the bird is being spoken about, the narrator Is distracted by a piece of wood , Frost uses this to tell the story displaying how you can be distracted easily causing you to forget about the previous, this is conveyed very well within the next few lines as the bird is forgotten of and something new has become a sudden interest, ‘And then there was a pile of wood for which I forgot him and let his little fear carry him’ here it is clear that wood has been discovered, foreshadowing there is more to the wood adding onto the whole story of the poem. ‘It was older sure than this year’s cuttings or even last years or the years before’ the wood has been cut up and left, we know this as it has been chopped, this gives a mystery to the poem as it immediately involves somebody else, the person who had chopped the wood, another mystery is why the wood has been left, Frost tells the story as it leads a wondering into how humanity can spend so much time creating a structured order only to abandon it. The last line of the poem related back to the ‘frozen swamp’ ending the poem at where it had begun.

Beneath the Cross: Catholics and Huguenots In Sixteenth Century France

Barbara B. Diefendorf, a distinguished historian, narrates the events prior to the St. Bartholomew’s Day Massacre in France. The St. Bartholomew’s Day Massacre was a way for the ruling French monarchy to dispose or eliminate all Huguenots in France. After the Protestant Reformation in Germany, there was a diversification of the Protestant faith all over Europe. In Switzerland, Zwingli established a sect that mixed Orthodox Catholicism and Lutheranism. In England, Henry VIII declared himself as the supreme head of the Church of England, without changing traditional elements of Catholic faith.In Geneva, a zealous preacher, John Calvin, taught the doctrine of predestination. According to this doctrine, before a man is born, his soul was ordained by God to be in either heaven or hell. Man, even by his own freewill, cannot change his destination. Thus, in order to assail his own salvation, he must show to the world that he is destined to heaven. The trajectory of life, accor ding to Calvin, is cloaked with uncertainty of the afterlife. This doctrine shocked the even Calvin’s Protestant contemporaries, notably Luther and Zwingli.The Pope even agreed with other Protestant leaders that such faith could not be Christian or borne out of Christ-centered faith. Thus, the first seed of persecution was released. Among all Protestant faiths, Calvinism suffered the longest and most brutal persecution. Other factors also contributed to the Calvinist persecution in Europe (especially in France). Among were as follows: 1) The Huguenots were able to acquire political and economic power (thus assuming significance in European affairs; 2) The new faith rejected the absolute power of the monarchy.It proposed a new social system that relies heavily on communalism and brotherhood; 3) And, pressure from the Papacy forced Catholic countries to realign their policies toward traditional faith and social system (this was a reactionary move to the ideals of Calvinism). Ma in Theme of the Book In the book, the main theme can be summed up as: the gradual toleration of Huguenots in France generally resulted to increasing persecution of the adherents of Calvinism (although Huguenots comprised only 5% of the French population).The resulting struggle between Catholics and Huguenots was known as â€Å"The Wars of Religion. † For more than two centuries, France was the scene of legal and military struggle between the two factions, until Cardinal Richelieu (the regent of Louis XIII) and King Louis XIV destroyed the last bastions of Huguenots in France. The main theme is subdivided into three sub themes. Here are as follows: 1) The first stage of the conflict (from 1557 to 1563) was characterized by breakdown of order in the city of Paris.The Huguenots were initially granted toleration in the Edict of Amboise; 2) The second stage (from 1563 to 1577) was seen as the initial criss-cross theological battle of Catholic and Huguenot theologians in some of Eu rope’s prestigious universities. Catholic theologians were led by the Jesuits. Huguenot professors were headed by the first students of Calvin; 3) The third stage (from 1567 to 1572) was provoked by religious discontent of both Catholics and Huguenots.Catholics (especially the nobility and the French monarchy) wanted the deterioration of the economic and political power of the Huguenots. The Huguenots demanded more toleration (the opening of more districts for Huguenot worship and the removal of Huguenot books from the list of forbidden books). This was the period prior to the St. Bartholomew’s Massacre. Results Many Catholics in France felt that the degree of toleration granted to the Huguenots (the followers of Calvin) was more than enough to destroy the authority of the Church and the Catholic monarchy.There was an increasing call among traditionalists to destroy the very foundation of Calvinism: their worship districts. Admiral Coligny, the leader of the Huguenots, was severely wounded after an assassination. Several clashes between Catholic and Huguenots were notably in most of France’s major cities. On the night of august 23, a decision was taken at the Louvre to kill Coligny and the entire Huguenot hierarchy. Catherine de Medici, the mother queen, forced his son Charles IX to sign the order. Thus the infamous massacre in history finally came.Generally, the result of â€Å"The Wars of Religion† was the destruction of Huguenot power and the restoration of Catholicism as the official state religion of France. Methods The use of â€Å"historical documents† was highly noted in the book. Several documents dating back to the sixteenth century were presented to compound the main thoughts of the author. There was also a heavy reliance on the use of autobiographies, especially that of the Huguenot leaders who survived the massacre. In general, the methods used by the author were complex in structure and analytical in form.Genera l Critique The author was able to historically â€Å"slice† the events prior to the Huguenot massacre. This is unlike other history books where events were seen as linear progression of cause and effect. Here, events were treated as a web of related forms, leading to a major event. It failed though to explain the â€Å"conditions† which gave Huguenots tremendous power in France despite their minute number. BIBLIOGRAPHY Diefendorf, Barbara B. Beneath the Cross: Catholics and Huguenots in Sixteenth-Century Paris. (New York: Oxford UP, 1991).

Hamlet and Ophelia.

Hamlet and Ophelia. I DOUBT"Doubt thou the stars are five;Doubt that the sun doth move;Doubt truth to be a liar;But never doubt I Love."The attitude of Hamlet towards Ophelia is one of the greatest puzzles in the play. The exact nature of his feelings for Ophelia is left ambiguous. As most critics have agreed, Hamlet did once love Ophelia deeply and sincerely but he ceased to do so. Why? How can we explain Hamlet's conduct towards Ophelia throughout the play, his ruthlessness and savagery towards a gentle and inoffensive girl whom he had once loved so ardently?II LOVE IN HONOURABLE FASHIONOphelia herself gives testimony of Hamlet's genuine love towards her:"My Lord, he hath importun'd mewith LoveIn honourable fashion."He has approached her many times, with tenderness and holy vows of heaven as a testimony of his affection and honourable intentions. Her father, Polonius, advises her not to trust his vows, for they are brokers (Hamlet, I, iii, v.Hamlet127) - Lord Hamlet is out of her sphere; Polonius orde rs her to see no more of him. Her brother, Laertes is warning her that Hamlet's love is but"... a fashion and a toy in bloodA violet in the youth of primy nature,Forward, not permanent, sweet, not lasting,The perfume and suppliance of a minute;No more."But a real "material" proof is put before us - a love-letter that Hamlet wrote to Ophelia. The letter is written in the conventional lover's stile and it is a real outbreak of passion. There is no doubt he loves her:"O dear Ophelia, I am ill at these numbers,I have not art to reckon my groans: but that ILove thee best, O most best, believe it. Adieu.Thine evermore most dear...

Class of breeders Essay Example

Class of breeders Essay Example Class of breeders Essay Class of breeders Essay Another utilitarian argument against surrogacy argues that the pain of separation to the birth mother outweighs the happiness gained by the contracting parents. This might be a difficult argument to make in general since the surrogates, at least initially, feel that the pain of separation is worth a monetary reward. Most cases of surrogacy seem to bear this out. While some birth mothers change their minds, most go through with the deal and feel as if the outcome is the best one. Surrogacy is now a fairly well-accepted practice in spite of the misgivings of some people. As long as the practice is regulated so that no coercion is used and the practice does not create a class of â€Å"breeders,† the ethics of surrogacy are unlikely to be too problematic except in cases of changes of mind. If the practice does become coercive or create a class of breeders, then surrogacy should be reconsidered. But still some people argue that there should be no surrogacy arrangements on the grounds that the potential problems which could occur make these arrangements unwise. Others say that with proper counseling and screening surrogates and contracting prospective parents can work out mutually acceptable terms. There are several other issues relevant to surrogacy. Is the ideal surrogate a relative or a stranger? How much compensation should a woman get for her work as a surrogate? If she is not going to be a surrogate, but rather, an egg donor, what would constitute reasonable compensation for submitting to hormone therapy and surgery so that technicians can obtain her ova? Will monetary incentives lead to exploitation of women who lack money and education and who turn to surrogacy in order to make money? These are significant questions and they expose the fact that surrogacy involves a very different and profound kind of involvement, that of a woman with a baby which is destined to be handed to someone else, an involvement with which we have little experience, historically. However, the biggest issues concerning surrogacy require deciding what to do when the surrogate mother wants to keep the baby or, highly unlikely, but still possible, what to do when the contracting parties change their minds and do not want to accept the child. A final important distinction is that an incompetent person differs in significant ways from a competent person, thus necessitating different strategies in carrying out his care. Incompetent persons such as infants are those who are unable to exercise autonomy, i. e. , make decisions for themselves. The incompetents do not lack the right to make autonomous decisions about their care. Rather, they lack the ability to conduct thorough negotiations with physicians which are held before informed consent is given. Some types of incompetent patients, such as infants are clearly incompetent. In other cases, however, with patients who exhibit partial or compromised competence, it is very difficult to make the judgment call as to whether or not a specific patient is competent or incompetent. Generally speaking, persons who manifest certain capabilities are judged to be competent. These capacities include the ability to be able to articulate one’s values or goals, the ability to communicate and understand information, the ability to reason and deliberate, and knowledge as to the time, place, and circumstances in which one finds himself.

50 Important Facts You Should Know About Teachers

50 Important Facts You Should Know About Teachers For the most part, teachers are undervalued and underappreciated. This is especially sad considering the tremendous impact that teachers have on a daily basis. Teachers are some of the most influential people in the world, yet the profession is continuously mocked and put down instead of being revered and respected. A large majority of people have misconceptions about teachers and do not truly understand what it takes to be an effective educator. The Silent Majority As in any profession, there are teachers who are great and those who are bad. When adults look back on their years in school, they often remember the great teachers and the bad teachers. However, those two groups only combine to represent an estimated 5% of all teachers. Based on this estimate, 95% of teachers fall somewhere in between those two groups. This 95% may not be memorable, but they are the teachers who show up every day, do their jobs and receive little recognition or praise. Misunderstood Profession The teaching profession is often misunderstood. The majority of non-educators do not have any idea what it takes to teach effectively. They do not understand the daily challenges that teachers across the country must overcome to maximize the education their students receive. Misconceptions will likely continue to fuel perceptions about the teaching profession until the general public understands the true facts about teachers. What You May Not Know About Teachers The following statements are generalized. Though each statement may not be true for every teacher, they are indicative of the thoughts, feelings, and work habits of the majority of teachers. Teachers are passionate people who enjoy making a difference.Teachers do not become teachers because they are not smart enough to do anything else. Instead, they become teachers because they want to make a difference in shaping young peoples lives.Teachers do not just work from 8 a.m. to 3 p.m. with summers off. Most arrive early, stay late and take papers home to grade. Summers are spent preparing for the next year and at professional development opportunities.Teachers get frustrated with students who have tremendous potential but do not want to put in the hard work necessary to maximize that potential.Teachers love students who come to class every day with a good attitude and genuinely want to learn.Teachers enjoy collaboration, bouncing ideas and best practices off of each other, and supporting each other.Teachers respect parents who value education, understand where their child is academically and support what the teacher does.Teachers are real people. They have lives outside of school. They have terrible days and good days. They make mistakes. Teachers want a principal and administration that support what they are doing, provide suggestions for improvement and value their contributions to their school.Teachers are creative and original. No two teachers do things exactly alike. Even when they use another teacher’s ideas, they often put their own spin on them.Teachers are continuously evolving. They are always searching for better ways to reach their students.Teachers do have favorites. They may not come out and say it, but there are those students, for whatever reason, with whom they have a natural connection.Teachers become irritated with parents who do not understand that education should be a partnership between themselves and their child’s teachers.Teachers are control freaks. They hate it when things do not go according to plan.Teachers understand that individual students and individual classes are different and tailor their lessons to meet those individual needs.Teachers do not always get along with each other. They may have personality conflicts or disagreements that fuel a mutual dislike, just as in any profession. Teachers appreciate being appreciated. They love it when students or parents do something unexpected to show their appreciation.Teachers generally do not like standardized testing. They believe it creates added unnecessary pressures on them and their students.Teachers do not become teachers because of the paycheck; they understand that they are usually going to be underpaid for what they do.Teachers dislike it when the media focuses on the minority of teachers who make mistakes, instead of on the majority who consistently show up and do their jobs on a daily basis.Teachers love it when they run into former students who tell them how much they appreciated what they did for them.Teachers hate the political aspects of education.Teachers enjoy being asked for input on key decisions that the administration will be making. It gives them ownership in the process.Teachers are not always excited about what they are teaching. There is usually some required content that they do not enjoy teachi ng. Teachers genuinely want the best for all of their students: They never want to see a child fail.Teachers hate to grade papers. It is a necessary part of the job, but it is also extremely monotonous and time-consuming.Teachers are consistently searching for better ways to reach their students. They are never happy with the status quo.Teachers often spend their own money on the things they need to run their classroom.Teachers want to inspire others around them, beginning with their students but also including parents, other teachers and their administration.Teachers work in an endless cycle. They work hard to get each student from point A to point B and then start over the next year.Teachers understand that classroom management is a part of their job, but it is often one of their least favorite things to handle.Teachers understand that students deal with different, sometimes challenging, situations at home and often go above and beyond to help a student cope with those situations.Teach ers love engaging in meaningful professional development and despise time-consuming, sometimes pointless professional development. Teachers want to be role models for all of their students.Teachers want every child to be successful. They do not enjoy failing a student or making a retention decision.Teachers enjoy their time off. It gives them time to reflect and refresh and to make changes they believe will benefit their students.Teachers feel like there is never enough time in a day. There is always more that they feel they need to do.Teachers would love to see classroom sizes capped at 15 to 20 students.Teachers want to maintain an open line of communication between themselves and their students parents throughout the year.Teachers understand the importance of school finance and the role it plays in education but wish that money was never an issue.Teachers want to know that their principal has their back when a parent or student makes unsupported accusations.Teachers dislike disruptions but are generally flexible and accommodating when they occur.Teachers are more likely to accept and use new technologies if t hey are properly trained on how to use them. Teachers become frustrated with the relatively few educators who lack professionalism and are not in the field for the right reasons.Teachers dislike it when a parent undermines their authority by denigrating them in front of their children at home.Teachers are compassionate and sympathetic when a student has a tragic experience.Teachers want to see former students be productive, successful citizens later in life.Teachers invest more time in struggling students than any other group and are thrilled by the â€Å"light bulb† moment when a student finally starts to get it.Teachers are often scapegoats for a student’s failure  when in reality it is a combination of factors outside the teacher’s control that led to failure.Teachers often worry about many of their students outside of school hours, realizing that they do not always have the best home life.

International entrepreneurship 2 Essay Example | Topics and Well Written Essays - 2750 words

International entrepreneurship 2 - Essay Example Provision of Managerial Advice Governments have often found it necessary to intervene in SME operations as they play a crucial role in economic development. If the SMEs are of strategic importance to the nation; therefore, the government cannot risk them collapsing due to the competitiveness of the international free markets (Carter and Evans 2012, p.50). Governments can intervene by use of the financial systems put in place in order to ensure that the small businesses’ managers are properly trained on financial and managerial operations. This would have the effect of increasing small businesses in the nation due to increase in expertise available and improved quality of service. In Germany after the destruction of the economy during World War II, small businesses were almost non-existent and the erection of the Berlin wall resulted in Eastern Germany lagging behind the West. As the two sides united in 1991, Eastern Germany’s small businesses stood at 80000 private craf tsmanship firms with the largest employers having up to 1000 (Welter and Smallbone 2002, p.23). Due to the risks of lending money to such clients, German banks were instructed by the federal government to take an active role in the operations of clients businesses. This included offering the clients advice this was to prevent the loss of their loans but also led to better security for the bank, as they were sure of how their investments were spent. Cross Border Entrepreneurship Cross border entrepreneurship can occur through partnership agreements between neighbouring countries. Cross border entrepreneurship (CBE) is when two or more countries will initiate business activities to meet the needs of the trading country. Therefore, with cross border trade, specialisation occurs on a national scale as SMEs begin to produce goods tailor made for the trading partner. Cross border entrepreneurship requires good regional relationships to take place and governments to initiate the activities before small businesses can start producing subsidiary goods. The governments of the trading countries will have to have lower custom standards for goods from the selected countries. It has been observed that one unplanned advantage that does result from CBE is an increase in tourism from the trading countries (Welter, Smallbone and Xheneti 2012, p.203). These includes Greece, Macedonia and Bulgaria, which have implemented a cross border entrepreneurial policy that has seen Greece invest over 1.5 billion dollars in Bulgaria between 1995 and 2005 (Welter Smallbone and Xheneti 2012, p.90), which has led to an exponential increase in trade volumes. Albania was recently included and combined its agricultural resources with Bulgaria for Albania and Greece. The governments of the four countries have offered subsidies to their partnering countries while removing the trade barriers and protectionist policies other countries receive when trading. The unemployment problem in Greece has been a barrier to effective trading and until it is resolved, cross border trading will not be fully implemented. Subsidies Subsidies are incentives given by governments to various industries in order to promote growth and development in various fields. Small businesses do not enjoy economies of scale and during the formative years, they will find themselves lacking in many facilities that larger