The Scientific Revolution and The Enlightenment Essay -- Essays Papers

The Scientific Revolution and The Enlightenment In the 17th Century, there was much controversy between religion and science. The church supported a single worldview that God’s creation was the center of the universe. The kings and rulers were set in their ways to set the people’s minds to believe this and to never question it. From these ideas, the Enlightenment was bred from the Scientific Revolution. Nicholas Copernicus was the first to question the universal truths and teachings of the church. He devised a theory that the earth along with the other planets revolved around the sun. This theory disagreed with Aristotle and the old teachings that the universe revolved around the earth, and that man was the center of the universe. To follow Copernicus’ theory was Giordano Bruno. He went beyond Copernicus to suggest that space was limitless, and that the sun and its planets may not be the only systems of its kind. i Bruno dared to say that he believed there was a possibility of other worlds with rational beings possibly superior to us. Since this kind of action was unheard of at that time, Bruno was condemned and burned at the stake for blasphemy. The team of Tycho Brahe and John Keppler were the next to study Copernicus’ theory. Brahe tried to disprove Copernicus’ theory and tried to prove the idea of the earth-centered universe. Although Keppler was Brahe’s assistant, he argued for Copernicus and analyzed Brahe’s data to conclude that the sun was the center of the universe. Keppler also used Brahe’s data to discover the movement of the planet Mars. This was the key to explaining all planetary motion. ii He also discovered the planets move in elliptical orbits, which also went against the beliefs of the church. Kepp... ...nce and nature inter-twined to compliment one another. i Santillana, Giorgiode. The Crime of Galileo. Chicago: University of Chicago Press, 1955. ii Dene Scoggins. www.txwesleyan.edu/scoggins/world/17thCenturyScience/menu.html iii Porter, Roy. The Enlightenment. London: The Macmillan Press Ltd. 1990. iv Dene Scoggins. www.txwesleyan.edu/scoggins/world/17thCenturyScience/menu.html v Santillana, Giorgiode. The Crime of Galileo. Chicago: University of Chicago Press, 1955. vi Santillana, Giorgiode. The Crime of Galileo. Chicago: University of Chicago Press, 1955. vii Brians, Paul. http://www.wsu.edu/~brians/hum_303/enlightenment.html viii Outram, Dorinda. The Enlightenment. Great Britain: Cambridge University Press, 1995. ix Brians, Paul. http://www.wsu.edu/~brians/hum_303/enlightenment.html

Racism and Prejudice

Racism and Prejudice It is undeniable that in deed race matters. The four selections in this chapter and the Linda Lin article, talk about different kinds of racism and prejudice, all of them true and all of them equally detrimental. I think this country is far from being perfect and from not having racism or prejudice problems. Nevertheless, is undeniable that it has come a long way (President Obama) since the time of slavery and more recently Jim Crowe laws and the harassment that was brought against blacks.Later, recognized as the solution needed to afford minorities’ equal opportunities both in work and in school, Affirmative Action, was hailed as the leveler of the field. There certainly is no doubt that in the 1960's at the epicenter of the civil rights movement, that the government had an obligation to pass legislation aimed at equalizing the races on at least a social level. The question now has become whether or not Affirmative Action has passed its time. Does this on ce very necessary legislation now in today's society do more harm than good?There is all kind of racism if you include prejudice too. It has been going on since beginning of time. Maybe it is sometimes a person's own insecurity that makes them think everything is attributed to race. The truth is that each group tends to be prejudiced against the other. Some are angry because some people lay around and collect government money and some are angry because they blame another class for what they cannot achieve, or for past mistakes made some hundreds of years ago.I think far too many of us speak of equality and hope, yet secretly rationalize hate, based on little more than stereotypes and stories of atrocities that happened generations ago. Sadly, this is still a racist culture. The question is not â€Å"Am I a racist? † The question is â€Å"To what degree am I a racist? † â€Å"To what degree am I aware of my racism? † The selection from Jana Noel made me think abo ut those questions.At first I thought I am not a prejudice person and I am not racist, then I thought of little things I have done and indeed I do engage in racist behaviors like I find myself at a higher level of alertness when I am outdoors at night in the vicinity of a man of African descent. Behaviors like that are considered â€Å"micro insults. † I am more mindful of them now. However, unfortunately I acknowledge that I still engage in these barely conscious behaviors. Reading Noel I can associate the way my prejudice was form with the social control theory.There is no other explanation why I would react like that. That is certainly not something that my parents taught me. Most White Americans will tell you, that they are not racist individuals. Nevertheless, if you could delve deeper into their minds, you would discover that many of them have reasons that they believe justifies racism. Among those reasons or excuses, we found the reverse discrimination of Affirmative A ction, ignorance of other races and cultures, and the belief in the need for retribution for past injustices.Whites in America should start by admit the reality and begin to work under the assumption that this is a racist society. As we read in McIntosh and Sleeter articles, the white people in the United States have benefited from the structure of racism, whether or not they have ever committed a racist act, uttered a racist word, or had a racist thought. The same way minorities suffer in a white society because they are Black, Hispanics, Asian, Jewish, etc, Whites benefit because they are White. These minorities have grown up with racism and prejudice.One of the most difficult tasks in life to accomplish is to overcome the core fundamental principles that you are taught as a child. A child who grows up witnessing racism, as a way of life, is likely to become a racist adult. The world, in which we all live, is the same society in which our children and our children's children will one day be. It is our duty as parents and teachers to see that future generations have the best opportunity at thriving in an equal world. Only through tolerance and understanding can we ensure equality for all in this country.

Ap Gov

AP UNITED STATES GOVERNMENT AND POLITICS SYLLABUS: C (American Government: Continuity and Change. ) INTRODUCTION: Advanced Placement (AP) curriculum is designed to give students an analytical perspective on government and politics in the United States. Students will study both general concepts used to interpret U. S. politics and examine specific examples. The AP Government course requires students to learn facts and concepts and understand typical political processes.The course will require students to master historical and analytic skills, including; chronological and spatial thinking, historical research and interpretation. Students will evaluate viewpoints presented through major print and electronic media, understand statistical data and analyze trends related to significant political events. Emphasis is placed on applying problem-solving and critical-thinking skills, interpreting graphs and tables, organizing information, evaluating information, and communicating orally and in writing.The course aims to help the student to participate effectively and democratically in the American political society COURSE OBJECTIVES: This course explores the political theory and everyday practice that direct the daily operation of our government and shape our public policies. The express purpose of this course is to prepare students to take the AP Exam for U. S Government and Politics. The course is for all intents and purposes taught on a college level and it requires a substantial amount of reading and preparation for every class.The objectives of this course go beyond a basic analysis of how our government â€Å"works. † Students will develop a critical understanding of the strengths and weaknesses of the American political system, as well as their rights and responsibilities as citizens. In addition to described content, the course will also work to refine important skills. They include analyzing data and writing and presenting written and oral arguments. In or der to help students master the ability to write a good political science essay the course will concentrate on the instruction of several essential skills: †¢ Effective writing style The ability to make arguments †¢ The ability to evaluate critically and to compare scholarly works †¢ The ability to synthesize political science data †¢ The ability analyze, interpret, and respond to stimulus-based data including charts, graphs, cartoons, and quotes The course will cover a large amount of content. The study of American Government is both historical and contemporary. Therefore, it is essential that students remain aware of what is happening in the world.It is suggested that regular reading of newspapers and news magazines as well as the regular viewing of news broadcasts be maintained throughout the course. COURSE STANDARDS: 1. Students explain the fundamental principles and moral values of American democracy as expressed in the U. S. Constitution and other essential documents of American democracy. 2. Students evaluate the scope and limits of civil rights and obligations as democratic citizens, the relationships among them, and how they are secured. 3. Students evaluate the fundamental values and principles of civil society (i. . , the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. 4. Students analyze the unique roles and responsibilities of the three branches of government as established by the U. S. Constitution. 5. Students summarize landmark U. S. Supreme Court interpretations of the Constitution and its amendments. 6. Students evaluate issues regarding national, state and local elective offices. 7.Students analyze and compare the powers and procedures of the national, state, and local governments. 8. Students evaluate the influence of the media on American political life. 9. St udents analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. 10. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: ajority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. TEXTBOOK: O'Connor, Karen, Sabato, Larry J. American Government: Continuity and Change 8th edition. Prentice Hall: Upper Saddle River, NJ, 2006. SUPPLEMENTAL MATERIALS: Matthews, Chris. Hardball. How Politics is Played Told by one who Knows the Game. Free Press; 1st Touchstone Ed edition (November 2, 1999) Woll, Peter. American Government: Readings and Cases.Longman; 14t h edition 2004. The Enduring Debate-Classic and Contemporary reader. C-Span in the classroom. Cnn. com/SPECIALREPORTS http://www. nytimes. com/learning/index. html – on-line current events quiz Primary Source Documents as selected by the instructor from the 100 Milestone Documents collection at the NARA website http://www. ourdocuments. gov/ Articles from: NY Times, Congressional Quarterly, Wall Street Journal, Christian Science Monitor and other sources Collegeboard. com/ap website and various test preparation books. Quia. com- flashcard activities for key terms in each chapterYahoo. com/briefcase- PowerPoint presentations for each chapter Teacherweb. com – provides all assignments as documents for student downloads. Also provides essential links for informational research, etc. Access for this syllabus. Summer Reading: †¢ Select one book from list of current political viewpoints and issues with lit log. †¢ Collect 8 articles from Op/Ed section of various ne wspapers. †¢ Watch and write four reviews of political shows: Hardball, Meet the Press, Washington Journal, etc. †¢ Oral book report for chosen book. Unit I: Foundations of United States Government (8 Weeks)Objectives: What is the purpose of government? What was the founders’ view of the purpose of government and the role of the citizen in the American Republic? How does the Constitution underpin the U. S. government? What was the impact of the enlightenment thinkers on the development of the U. S. Constitution? In which ways did the framers deal with the following: pluralism, popular sovereignty, republican ideals and elite theory. Students will explore American political culture and characteristics of American democracy. Reading: Text: O'Connor-Foundations of Government Chapters 1-6Chapter 1-The Political Landscape †¢ Origins of American Government: What it is and why we need it †¢ Roots of American Government; Where did the ideas come from? †¢ Amer ican political culture and the characteristics of American democracy †¢ Changing characteristics of the American people †¢ Ideology of the American public †¢ Current attitudes toward American government Chapter 2-The Constitution †¢ The origins of a new nation †¢ The first attempt at Government: the articles of Confederation †¢ The miracle at Philadelphia: Writing the Constitution †¢ The U. S. Constitution The drive for ratification †¢ Methods of Amending the Constitution Chapter 3-Federalism †¢ The roots of the federal system: Governmental power under the constitution †¢ Federalism and the Marshall Court †¢ Dual Federalism: The Taney court, slavery, and the Civil War †¢ Cooperative Federalism: the New Deal and the growth of national government †¢ New Federalism: returning power to the states. Chapter 4-State and Local Government †¢ The evolution of State and local governments †¢ State government †¢ Loca l government †¢ Grassroots power and politics †¢ Relations with Indian nations State and local finances Chapter 5-Civil Liberties †¢ The First Constitutional Amendments: the Bill of Rights †¢ First Amendment guarantees: Freedom of religion †¢ First Amendment guaranteed: freedom of speech, press, and assembly †¢ The Second Amendment: the right to keep and bear arms †¢ The right of criminal defendants †¢ The right to privacy Chapter 6-Civil Rights †¢ Slavery, abolition, and winning the right to vote, 1800-1890 †¢ The push for equality, 1890-1954 †¢ The Civil Rights Movement †¢ Other groups mobilize for rights †¢ Continuing controversies in civil rights.Assignments and Activities: Readings on Locke and Hobbes-internet sources The ACLU: Freedom Files-video segment AP United States Government and Politics; Origins of Constitutional Principles and Rights. Chapter 1 Canon, Coleman & Mayer. Constructing the Government: The Fou nding of the Constitution Federalist Papers 10 & 51 Lanahan Reader; Alexis de Tocqueville: Democracy in America Learning About Rights and Responsibilities- Washington Post Shay's Rebellion Can the People Be Trusted to Govern Themselves? PowerPoint: Hobbes, Locke, Rousseau, Montisqueu PowerPoint: teacher-all chapters.Put on-line Constitutional Power Grab Constitutional Numbers Document-Based Activities-Due Process-Using the Internet to Study Civil Rights and Liberties/Miranda Rights. Canon: The Enduring Debate, Debating the Issues: Racial profiling and fighting Terrorism Standard Deviant Government: video Origins of government, types of government, monarchy, oligarchy, aristocracy, direct democracy, indirect democracy, Components of American Democracy, popular consent, popular sovereignty, majority rule, individualism, Socratic Seminar based on Woll reading Assessments: Chapter essays with short essaysPowerPoint-Philosophers impacting development of the Constitution Government Treasu re Hunt-online activity Citizenship Test Fish Bowl Activity-peer evaluation Federalist # 10 Writing Assignment Timed unit essay. Collegeboard rubric Cornell notes Unit II: Institutions of Government (7 weeks) Objectives: Students will understand the three major branches of government and how they are organized. They will also learn how they function as separate branches, controlled by a system of checks and balances. Students will understand the interdependency of these branches to stabilize the powers within each branch.Students will also be able to recognize the evolving government and how the U. S. Constitution has been interpreted to allow these changes. Reading: Text : O'Connor-The Constitution, Chapter 7-10 Chapter 7- Constitution †¢ The Constitution and the legislative branch of government †¢ How Congress is organized †¢ The members of congress †¢ How members make decisions †¢ The law-making function of congress †¢ Congress and the president â₠¬ ¢ Congress and the judiciary Chapter 8- The Presidency †¢ The roots of and rules governing the office of the President of the United States †¢ The constitutional powers of the president The development and expansion of presidential power †¢ The presidential establishment †¢ The president as policy maker †¢ Presidential leadership and the importance of public opinion Chapter 9-The Executive Branch and the Federal Bureaucracy †¢ The executive branch and the development of the federal bureaucracy †¢ The modern bureaucracy †¢ How the bureaucracy works †¢ Making agencies accountable Chapter 10-The Judiciary †¢ The Constitution and the creation of the federal judiciary †¢ The American legal system †¢ The federal court system †¢ How federal court judges are selected †¢ The Supreme Court today Judicial philosophy and decision making †¢ Judicial policy making and implementation Additional Readings & Resources: Advan ced Placement: U. S. Government & Politics, 2: Why Great Men Are Not Chosen President. Lanahan Readings. Pork: A Time-honored Tradition Lives On Canon. Enduring Debate. Checking and Balancing â€Å"All the President's Men† PBS- Presidents series (segments from modern day presidents. ) PBS-Supreme Court Assignments and Activities: Cornell Notes-study guides for each chapter Creating a Bill/defending and promoting position State of the Union essay analysis. -video of speech -span or whitehouse. gov Essay- student selected case. Supreme Court Case Analyses Standard Deviant Video; all three branches C-span in the classroom: three branches of government Writing/debating a bill Supreme Court Justice report. Cornell notes/per chapters Survey: politicalcompass. org with evaluation Assessments: Unit II Essay Exam-Collegeboard rubric-timed response Essay. In response to the State of the Union Research: landmark Supreme Court case Multiple Choice Exam w/short essays Chapter tests with s hort essays. Cornell notes Unit III: The Electoral Process (8 weeks) Objectives:Students will analyze political parties with regard to the mechanisms that allow citizens to organize and communicate their interests and concerns. Students will focus is on the historical evolution of the US party system, the functions and structure of political parties, and the effects they have on the political process. Explore the historical evolution of the U. S. party system. Compare the functions and structures of political parties, and their effects on the political process. Reading: Text: O'Connor-Political Behavior, Chapter 11-16 Chapter 11- Public Opinion and Political Socialization What is public opinion †¢ Efforts to influence and measure public opinion †¢ How political socialization and other factors influencer opinion formation †¢ Why we form political opinions †¢ How public opinion is measured †¢ How polling and public opinion affect politicians, politics, and pol icy Chapter 12- Political Parties †¢ What is a political party? †¢ The evolution of American party democracy †¢ The function s of the American parties †¢ The basic structure of American political parties †¢ The party in government †¢ The modern transformation of party organization †¢ The party in the electorate Third-partyism Chapter 13 – Voting and Elections †¢ The purpose of elections †¢ Kinds of elections †¢ Presidential elections †¢ Congressional elections †¢ Voting behavior †¢ Reforming the electoral process Chapter 14 – The Campaign Process †¢ The structure of a campaign †¢ The media and campaigns †¢ Campaign finance †¢ Bringing it together: the 2004 presidential campaign and election Chapter 15 – The Media †¢ The evolution of journalism in the United States †¢ The U. S. Media today †¢ How the media cover politicians and government †¢ The media's influe nce on the public †¢ The public's perception of the media Government regulation of the electronic media Chapter 16 – Interest Groups †¢ What are interest groups? †¢ The roots and development of American interest groups †¢ What do interest groups do? †¢ What makes an interest group successful? Additional Readings and Resources: Hardball American Polity:Kurtzman-Spin Cycle-† â€Å"Outfoxed†-DVD Assignments and activities: Chapter reading Cornell Notes Hardball Dialectic Journal Nominations, Primaries, and Elections Simulation Socratic Seminar based on Hardball Survey: Political opinion Research any interest group/political powerUnit Essay-timed writing-collegeboard rubric. Chapter tests with short essays. Cornell notes Assessments Chapter tests with short essays Unit essay: timed writing using Collegeboard rubric Propaganda PowerPoint project Chapter reading Cornell Notes Political Party website analysis/oral report The Living Room Candidat e website campaign commercial analysis Political Party guest panel Socratic Seminar, Woll reading Unit IV: AP Review (4 weeks) Final dates to be determined In-class exercise: AP released exam multiple choice with immediate discussion and feedback regarding â€Å"why this answer? This will establish a diagnostic baseline for ongoing AP exam review. Students will Research/Write out Answers to 35 Previous U. S. Government Free Response Questions. Teacher Follow Up with Rubric/Answer; Discussion; Teacher Created Review Exercises. Current Event/AP Outline Matrix Practice Test-65 Question released M/C and Free Response essay Selected Topics: See Units of Study TEACHING STRATEGIES This is a large lecture course and, as such, the teaching strategies used focus on giving students opportunities to analyze and respond in class, to write mini-essays of 50 words or so reacting to provocative statements, and o do short role-play simulations. Instructions are given throughout the course on the fo llowing: †¢ Essay organization diagram for free-response questions †¢ Essay tasks for AP Exam free-response questions †¢ List of directive terms used in free-response questions †¢ Reminders for answering timed essay questions †¢ Essay frame †¢ Generic free-response scoring guidelines STUDENT EVALUATION Quizzes are given on the reading assignments. Occasional outside-of-class assignments may also count as daily grades. Test formats are objective (multiple choice), free-response questions (Essay Exams).Most objective tests consist of 60 to 65 multiple-choice questions and a 25-minute essay question, and are timed to approximate the time allowed on the AP Exam. Homework is accepted before students begin to take the unit exam. The homework consists of unit terms and/or outlines; questions about readings, notations, and/or assigned primary and secondary sources; charts that pertain to the unit and applicable historical maps, diagrams or political cartoons. W ell-completed terms and course themes demonstrate a student’s effort and most students find this to be indispensable in maintaining a high grade point average.The unit exams are a requirement of the AP Government and Politics course. A final semester comprehensive exam for all material covered will be given at the end of the term. The AP Government and Politics exam is comprehensive, covering material from the entire semester. Students who are enrolled in the course are expected to take the AP United States Government Exam. Class time and after school reviews are held prior to the AP Exam. In addition, many students participate in informal study group review sessions.

Animal Testing

Animal Testing Essay Animal TestingThis theme song to a popular cartoon is a farce dealing with experiments carried out on animals. In the cartoon one mouse is made very smart and wants to take over the world while the other is clearly not as smart. While the cartoon makes jokes, the reality is that mice and other animals re being used for medical tests every day. For some people this testing brings up ethical questions. One of the biggest questions: is it really necessary to take the lives of animals in the name of science and for the betterment of humanity? For animal rights activists, like People for the Ethical Treatment of Animals (PETA), the answer is no. PETA pressures labs into halting experiments because they believe that animals are not to be used by humans for food, clothing, entertainment, or to experiment on (People for the Ethical Treatment of Animals 1). Its stance is that any testing is painful, inhumane, and unnecessary when alternatives are available. The PETA website says that animals, like humans, have interests that cannot be sacrificed or traded away simply because it might benefit others. (People for the Ethical Treatment of Animals 2-3). Essentially, PETA is of the opinion that animals and humans should have identical rights. In their press releases PETA puts out pictures of rabbits with open flesh wounds and dogs with rashes on their skinsall in an attempt to disgust people into sympathy for their cause. In actuality the number of lab animals used has been cut in half in the last 25 years (James-Enger 254). Of the animals used, 90 percent are rats and mice (James-Enger 1). Moreover, 11 million animals die each year in animal shelters (Americans for Medical Progress 2) and an astounding 95 percent of the animals that die in America do so from human consumption (James-Enger 254). The reason that animal testing is appropriate is that there are regulations in place to minimize testing and pain, the alternatives are insufficient for now, and most importantly the information obtained from experimentation is irreplaceable. While animal rights groups such as PETA advocate abolishing all animal testing that inflicts pain on animals, proponents of testing cite laws and regulations which minimize pain and discomfort. PETAs position is based on the belief that humans are not superior to animals (People for the Ethical Treatment of Animals). The vice president of the Humans Society of the United States (HSUS), an animal rights group that is nearly as extreme as PETA, has been quoted as saying the life of an ant and that of my child should be granted equal consideration (Americans for Medical Progress 2). If, as PETA and HSUS say, animal and human life is equal, then putting an animal through any pain is immoral. However, there are laws in place to minimize discomfort and inhumane treatment. The laws limit the amount of distress and pain an animal is subjected to. The United States Department of Agriculture (USDA), the body that governs animal test ing, must approve all tests (United States Department of Agriculture 2). The USDA must also authorize the numbers and types of animals experimented on (United States Department of Agriculture 2). Tests can no longer be performed if conclusive data is already available. In 1991 it was discovered that Procter and Gamble had performed experiments on 300 guinea pigs when the data the tests was to obtain was already available (Animal Testing by the Cosmetic Industry 2). This is just one of the situations that newer animal testing legislation would have prevented or at least deterred. A fifty-point criterion for assessing pain is in place (United States Department of Agriculture 3). These points include everything from vocalization of pain to apparent depression. If there is no clear criteria then it is assumed that procedures that cause pain in humans also cause pain in animals (United States Department of Agriculture 50). When an animal must be restrained it is to be limited to brief pe riods of around three minutes (United States Department of Agriculture 3). This is similar to the procedure followed when a doctor holds a child to administer a vaccination shot. For all surgeries and painful tests, sedatives and anesthetics must be utilized (United States Department of Agriculture 49). If the test will leave the animal permanently damaged, euthanasia must be administered before the anesthetic wears off (United States Department of Agriculture 48). For humans this topic is still being debated, but animals are put to sleep every day when an owner or veterinarian decides the quality of the animals life will be too low for it to go on living. These few but important changes in animal research legislation have aided in improving animal welfare. PETA believes that the benefits of animal research do not outweigh the costs when alternatives are available; proponents argue that those alternatives are not effective. PETAs stance is that animal life is too valuable to risk on experimentation especially when there are alternatives, such as false human skin grown in culture, computer programs, and using human subjects. Taking a few skin cells and growing them into small squares of skin produces the false human skin. This piece of skin can be used to test irritation reactions to different chemicals. It is being used in the cosmetic industry, which has all but ceased animal testing. One problem with the false skin however is that it can only be exposed to water-soluble chemicals or it suffers extreme damage (D.E. 168). Furthermore, it currently contains no melanocytes, the chemicals that give skin its color, or immune cells (D.E. 168). It is not known how or if these substances effect any laboratory setting, but it is desirable for any experiment to mimic real life situations as closely as possible. Another alternative to actual animal experimentation is using computer simulations. These programs are like encyclopedias of chemical information. They can only run simulations based on information on chemicals and reactions that are already known. This is an obvious problem with this alternative. Computer simulation software cannot accurately predict the effects of enough situations and theoretical chemical combinations to be heavily relied on. What it comes down to is that there currently is no viable replacement for live, responsive cells. Jack H. Botting and Adrian R. Morrison point out that there are no basic differences between the physiology of laboratory animals and humans (Botting, Morrison 85). These similarities are what scientists need for experiments to be accurate. The matches are never perfect, but animal experiments are a good place for researchers to start looking for answers to questions that are important to human health care. Another proposed alternative to animal testing is to use human subjects. PETA suggests using people who have particular ailments who would be willing to participate in experiments. The problem with this alternative is that it is not scientifically sound. When conducting a scientific experiment, all variables must be controlled, and running tests on random human subjects does not give reliable results. Assuming that a researcher could find enough people to run an experiment, there would be too many extraneous variables, such as the subjects environment, genes, and other pre-existing conditions. With lab animals the complete medical history is known, the entire life of each animal is documented. Also they are selectively bred to produce genetically similar subjects. Simply put, lab animals are a cheap, reliable source of information. The benefits gained from animal testing are too widespread to ignore. Everyday life has been changed for the better because of this testing. As 1990 Nobel Prize Laureate Joseph E. Murray, M.D. said, Animal experimentation has been essential to the development of all cardiac surgery, transplantation surgery, joint replacements and all vaccinations ( Americans for Medical Progress 1). The numbers to back up this claim are that over 440,000 open-heart surgeries are performed and 11,000 kidneys are transplanted every year, not to mention that animal experimentation has made possible the salvation of 20,000 kidney dialysis patients each year (Botting 1). Also, the ability to test on animals has made possible the relatively safe and successful use of dangerous chemotherapy drugs to treat cancer (Americans for Medical Progress 1). Drugs such as this cannot be tested on humans because of their strength and potential for killing in inappropriate doses. If the proper dosage were not known, the results would be inaccurate and could be lethal. Many antibiotics and vaccines used today were developed and tested through animal research, as were insulin to control diabetes and nearly all modern anesthetics (Botting 1). It is hard to imagine life without some of these lifesaving drugs, or even the ones that do not save lives, just make life a little more bearable. It is likewise significant to note that animal testing has benefited animals as well. When a pet owner takes his or her animal to the veterinarian to receive shots, chances are that those shots are available because of animal experimentation. Heartworm, feline leukemia, rabies, anthrax, and tetanus are all preventable because of animal testing. PETA and HSUS are honorable institutions with admirable goals, but they are over idealistic and overzealous. That fact can best be described by the following quote: Animal rights activists blocked for two years research aimed at stopping transmission of HIV from mother to child. That research ultimately demonstrated how AZT can prevent babies from getting AIDS (Americans for Medical Progress). Sometimes the good of the many outweighs the good of the few. This does not mean that animal testing should go unchecked. Suffering is kept to a minimum by legislation and advancements in testing alternatives. As these alternatives progress, the number of live animals needed for testing will gradually decrease and eventually the need for them will hopefully be eliminated. But in the meantime, animal testing is too important to stop. The benefits waiting to be had are too important and any possible drawbacks are too insignificant to allow a halt in animal research. BibliographyBibliographyAnimal Testing by the Cosmetic Industry. (20 March 1999). Animal Research Saves Human and Animal Lives. Americans for Medical Progress. (20 March 1999). Animal Research Holds the Key to Saving Human Lives. Americans for Medical Progress. (20 March 1999). Ball, Matt and Anne Green, and Jack Norris. Veganism as the Path to Animal Liberation. The Animals Agenda Sep/Oct 1998: 44-45. Botting, Jack H. and Adrian R. Morrison. Animal Research is Vital to Medicine. Scientific American. 187 February 1997: 83-85. D. E. Skin Stand-Ins. Scientific American. September 1990: 168. James-Enger, Kelly. Beyond Animal Testing. Vegetarian Times. October 1998: 254. People for the Ethical Treatment of Animals. (20 March 1999). 21 Things You May Not Know About the Animal Rights Movement. Americans for Medical Progress. (20 March 1999). U.S. Department of Agriculture: Animal and Plant Health Inspection Service. Animal Welfare Report Fiscal Year 1997. READ: The Terminal Man Essay

Problems faced by mortgagors Essay Example | Topics and Well Written Essays - 750 words

Problems faced by mortgagors - Essay Example It is because of this reason that mortgage products have become very popular across the world and they have enabled many people become homeowners. However, mortgage facilities present certain problems to the borrowers, which will be discussed in this present essay and even how they affect the economy of the United States. Secondly, the essay will discuss recent act of legislations or proposal by the United States’ federal government that pertains to the problems that would be highlighted. The nature of mortgage facility is that the borrower pays a monthly premium plus interest which is flexible meaning that the rate of the interest may increase or decrease depending on the market condition. Baily stated that borrowers’ problems usually arise when the rate of interest in the mortgage market increases while their income, which they use to repay the mortgage, remains steady (68-71). This therefore, creates a scenario whereby the borrower is unable to satisfactory pay the m onthly premiums and interest, which then forces the bank to enact the foreclosure agreement that would leave the borrower homeless. Such a problem derails the entire economic growth of the United States, which is still on a recovery phase, and unemployment is still an issue since according to Baily lower purchasing power by the consumers who are servicing high interest rate means low demand for goods and products (33-35). Bolà ©at and Coles also lamented that presently borrowers have been locked with high interest rates despite the fact.

My own goal of the life Essay Example | Topics and Well Written Essays - 500 words

My own goal of the life - Essay Example I choose swimming because I would like to get better at it and I generally enjoy it, I have informed my roommate of this plan and asked her to act as ‘sponsor’ throughout the eight weeks as she actively participates in sports. Achieving physical fitness will be measured when I participate in a charitable marathon that is three weeks away. Improvement of my swimming skills will be measured by my speed in completing laps as I go along; and in six weeks I plan on participating in a swimming competition here at school. Behavioral wise, I hope to develop discipline since in order to achieve this I must remain consistent and committed till the eight weeks are over. I have bought a sport watch that will help me monitor my heart rate as I jog and swim, this will provide a reflection of any improvements in terms of physical fitness. In the past, I have been unable to regularly work out as I am lazy and find it difficult to wake up early enough. In addition, I find myself eating a lot of junk food in between classes as a way of passing time. With this new plan, I hope to utilize my free time in between classes or over the weekends to improve my swimming and tone my body through non-cardiovascular exercises at the gym. Moreover, I have sought support from my roommate who promises to ‘push’ me when I get lazy, My roommate has also agreed to record frequency of my retarding tendencies that keep me aware of what is holding me back. Such tendencies include eating junk food and sleeping late to watch movies that prevent me from waking up early enough to take a jog before classes or group discussions commence. It has been four weeks since I started this life change plan; I have been able to go for the jog for twenty of the thirty days, and swimming for six. The four days I failed to undertake any of the exercises happened because I went for a friend’s

Yacht Management Term Paper Example | Topics and Well Written Essays - 750 words

Yacht Management - Term Paper Example The management company also offers yacht laid out solutions to the owner.In this case, the yacht owner may approach another company in case the services provided do not satisfy him or her. Managing a yacht is not an easy task, the manager needs to be ready to face many challenges when managing the ship. The manager should understand that the management of a 2900 ton yacht incorporates several tasks. Yacht management is an important part of the management, in general; the yacht managers accept the commission given by the owners to engage in the overall act of managing the yacht. The yacht manager should comply with the technical management, crew management, and business management, yacht managers should understand that their jobs are based on the trust relationship. The managers of the yachts should always ensure that they satisfy the yacht owners and the customers by providing the highest quality, economic and environmental friendly management and operation and also safety. In order to ensure the best yacht management, the manager should adapt the best mechanisms of crew management for private yachts and passenger yachts and the full management. In order to ensure there is satisfaction of the consumers then the manager needs to preserve the yacht value. The manager must ensure the customers and the owners of the yacht receive services that are comprehensive, tailor-made and of the highest quality. The ship managers main tasks are to ensure there is continuous technical support from the staff, providing the best practices in terms of continuous improvement if procedures and all the activities. Interims of crew management, the manager, should ensure that the crew is the most important asset of the yacht and that they should ensure the yacht is safe, and the operations run smoothly. The main best mechanism that a manager can adapt to ensure the maintenance of