Testing on Animals Essay Example | Topics and Well Written Essays - 3000 words

Testing on Animals - Essay Example The pure research has only the elements of genetics, behavioral and developmental biology. On the other hand, applied research majorly involves biomedical and drug testing (Conn et al, 2008). Over the years, the non-human animals of different species have been used by researchers in laboratories to establish the root causes of various human health complications and diseases. The testing has also been instrumental in scientific education, especially when illustrating some biological processes such as respiration. As more and new human diseases continue to emerge, pharmaceutical firms have continued to manufacture new drugs that are appropriate for the treatment of such diseases. The new drugs, therefore, must pass a test before they are declared safe for human health; the animal testing. Animal testing, therefore, has been very helpful in determining the effectiveness and safety of any medicine that is intended for treating of human diseases. Some large research institutes and pharmaceutical firms purposefully breed the non-human animals for the sake of the animal testing whiles others prefer capturing the animals from the wild. The commonly used animals during testing in clude rats, mice, rabbit, fish, monkeys, cats, dogs and birds. Animal testing has, for many years, led to the discovery of many medical treatment of various diseases; both in human and in other animals. Those who are for the testing say that animal testing is such a big remedy for health complications, and thus, should not face many stringent laws from the government. However, there are those who are against the popular animal testing. These oppose claim that the animals, though living in the wild, have rights too. These two categories of advocators have put the scientific world on a heated debate that does not seem to come to an end soon. In the 20th Century, the science of animal testing led to the many amazing discovery of medical treatments and advances that aided the treatment

The Gulf War Essay Example | Topics and Well Written Essays - 1500 words

The Gulf War - Essay Example After easily conquering Kuwait, Iraq began verbal attacks on Saudi Arabia, which forced the rest of the world to take a stern action against the stubborn Iraq nation. When Iraq defied all the warnings to leave Kuwait, a military action was the only remaining solution to cub that problem. The western world in collaboration with other wealthy nations contributed funds and security forces to fight Iraq. The gulf war negatively affected the economies of almost all nations, with the worst hit being the developing nations and it altered global democracy. The gulf war had a great negative effect on the world economy that was under pressure in recovering from the Second World War was threatened once again. Oil prices escalated at a great deal since Middle East countries are the major world oil producers because the war had interrupted oil mining and the exportation processes. The oil supply in Middle East countries reduced greatly up to a point where it could not meet global energy demands. Due to the scarcity of oil from major producers, the few Non- OPEC oil producing countries took advantage and hiked their oil prices and the customers did not have a choice but to dig deeper into their pockets. Those prices affected the budgets of various countries since a portion of money that had been set aside for other national projects had to be used to meet the rising cost of oil (Schwab 340). After the problem persisted for a long time, the global economy had taken a recession direction. Many developed nations opted to exploit on other sources of energy to meet their energy demands. Those unplanned new projects hampered development in those nations due to the increased expenditures that those countries did not anticipate. The cost of production of energy rose at an alarming rate, and the result was that the production cost of goods also rose. The increased cost of production further worsened the world economic status since most industries had reduced their production capabili ties and they faced weaker purchasing powers. Most ended up in retrenching a good number of their workers thus increasing the rate of unemployment and overdependence at the same time. Annual revenues that governments earned from those companies reduced drastically forcing them to reduce funding the national projects and development of infrastructures. Free trade markets experienced acute shortages of various goods whose prices had also risen; the nations that relied on these products had to spend more to get them (Schwab 342). Since many sovereign states had cut down on the cost of development, it implied that they produced fewer goods to trade and thus they earned less from foreign exchange markets and in local trades. The poverty levels pushed up due to the increased rate of unemployment, thus posing a great threat to the nationals’ securities since a considerable number of people had turned into theft and other criminal acts to earn their daily bread (Cashman & Robinson 11 ). The developing states faced the worst economic crisis as compared to the developed countries primarily because those nations heavily depended on the imported goods from their developed neighbors (Costigan & Perry 301). The oil crisis forced those developed states to use more money from their budgets and they had to stall some of their projects

How Life has been Good to me Essay Example for Free

How Life has been Good to me Essay I am a happy person. I have everything that I could ever want in my life. I am single, and yet I have the company and friendship of many. I have a good job, adequate money in the bank, and a nice house. Nevertheless, I am of the firm belief that whether or not I possess these material things, I will remain a happy person. A person’s happiness can be based on a variety of things, which could be of tangible or incorporeal nature. Happiness is a feeling that is based on an individual’s manner of thinking, philosophy in life, or religious belief. Happiness could consist in having nothing to worry about, or being in the company of loved ones. The source of happiness is as unique as every individual person. (Philosophy – Life – Happiness – Creativity). My happiness is based on my appreciation of every little thing that God has put in my way. I realize that I have been lucky because I do not live in poverty. I am fortunate enough to possess material things that make my life comfortable. I am also being prepared to be self-sufficient, as I am going through college. For all of these blessings, I have no other option but to be happy. I am optimistic about how the rest of my life will turn out. I am hoping it would still be as pleasant as the present, although I would not be sad if I encounter some rough road ahead. I believe trials make people strong. Finally, I believe I owe my happiness to God, who is the reason why I am enjoying everything that I have in the present, or will have in the future. I also believe that God is the reason why there is no second in my life that I feel empty. I know that I shall feel happy, for as long as I have God watching over me. Reference Philosophy Life Happiness Creativity. Retrieved February 18, 2007, from http://huizen. daxis. nl/~henkt/happiness. htm

buddhism :: essays research papers

Buddhism is a major religion, founded in northeastern India. Buddhism was based on the teachings of Siddhartha Guatama, who is known as â€Å"Buddha† The Enlightened one. Buddha is divided into two major groups known as â€Å"The way of the Elders† and â€Å"Mahayana† the great vehicle.   Ã‚  Ã‚  Ã‚  Ã‚  Siddhartha Guatama was born in 563 BC in Kapilavastu near the Indian-Nepal border. The young prince withdrew all his luxury and went on a quest for peace and enlightenment. When he attained the enlightenment he had been seeking, Buddha began to preach. Going from place to place, getting more and more disciples for his ministry called the â€Å"Sangha†. Buddha did not leave a written scroll or a book of teachings. So as a result later followers wrote his beliefs. At the center of Buddha enlightenment was the realization of the four noble truths. 1) Life is suffering 2) all suffering is caused by ignorance of the nature of reality and the craving, attachment and grasping the result 3) suffering can be ended by overcoming ignorance and attachment 4) the path to the suppression of suffering is the â€Å"Noble Eightfold path†, which consists of right views, right intention, right speech, right action, right livelihood, right effort, right mindedness and right contemption. Also according to Buddhism a person is only a temporary combination of aggregates that include the material body, feelings, perception, predisposition or karmic tendencies and consciousness. Buddhism spread rapidly throughout India. Missionaries introduced the religion to southern India, to the northwestern part of the land and to Sri Lanka. Buddhism had reached Myanmar by the 5th century AD. It was adopted by the Thai people between the 1100s and 1300s, and then moved into Laos and Cambodia, about the beginning of the Christian era. Buddhism was carried to Central Asia, from there it entered China by the early 1st century AD, influencing Chinese culture and, in turn, adapting itself to Chinese ways.

Key Messages Of The National Education Policy Education Essay

Explain what challenges you think you might confront as a get downing instructor in trying to implement the National Education policy enterprise. National Education ( NE ) was introduced to Singapore Schools in 1997 to develop national coherence, cultivate the inherent aptitude for endurance as a state and instil in our pupils, assurance in our state ‘s hereafter. It besides emphasises on cultivating a sense of belonging and emotional rootedness to Singapore. Many programmes such as Community Involvement Programme ( CIP ) and Learning Journeys were designed to assist schools accomplish such aims and the duty of put to deathing these programmes falls on the instructors. As a beginning instructor, freshly introduced into the profession, challenges are faced in the effort to implement such enterprises. In my sentiment, one major challenge that I would meet is planing activities that infuses a sense of relevance in our pupils – allowing them understand that national coherence is a consequence of the uninterrupted attempts of every Singaporean, and they are a portion of the equation. These pupils were born in the epoch of political and economical stableness, where bulk grew up in environments run intoing their demands and carry throughing most of their wants. Hence, they have the inclination to take their security and wellbeing for granted, doing them unable to grok the battles faced by Singapore in keeping the current success and stableness and the demand for NE. For illustration, most schools in Singapore commemorate nucleus event, Racial Harmony Day through the showcasing of the diversified cultural costumes and playing of cultural games to enable their pupils ‘ in-depth cultural cognition of their equals. Yet, a bulk of them treat the recollection of the twenty-four hours as an chance for an interesting concert and a half-day school, and few genuinely understanding the implicit in principle behind the activities, allow entirely instil a sense of relevance. Amidst the current racial harmonious atmosphere between different racial groups, pupils are unable to gestate the thought of racial public violences, its ‘ impact on Singapore and the importance of racial harmoniousness in a society. They view information relayed through these events as irrelevant and doubt the possibility of the return of such incidents in the current Singapore. It is of a common apprehension that the six NE messages would ever stay as words on paper unless instructors inculcate them into pupils in an piquant mode. Therefore, as a get downing instructor with no anterior experience in the ingraining of NE messages, I feel that the undertaking of planing engaging, merriment and relevant activities would be enormous, with myself holding unequal cognition of the activity thoughts that pupils are receptive to. Instilling a sense of relevance in pupils would be a immense challenge as it is non an easy undertaking to alter pupils ‘ deeply-rooted thought from â€Å" the duty of keeping national coherence autumn merely on the grownups and authorities † to the thought that â€Å" national coherence is the duty of everyone, including pupils † . Students should be taught that societal coherence occurs because each and everyone put in attempt and play our portion in lending to the wellbeing of the state. The issue is relevant to both grownups and pupils. From my personal observation, about all Singapore Schools repeat the same NE programmes for their pupils every twelvemonth, differing merely at the activities to be completed at single degrees. As such, pupils were bored of it, and older pupils particularly, expressed cynicism, and were unresponsive to the programmes. Hence, I feel that the 2nd challenge that I would confront as a get downing instructor in the effort to put to death the enterprises is eliciting pupils ‘ involvement in the engagement of NE-related activities. Unlike the traditional topics that we were taught to learn in the instruction institute, NE is non merely another topic where pupils learn by conventional instruction methods. In fact, pupils understand the constructs in NE better when the activities are prosecuting, merriment and capture their attending. Although pupils reflected that programmes designed by the school ‘s NE commission were everyday, get downing instructors, including myself, are unable to plan and implement new thoughts in topographic point of old 1s, with bing NE models in schools. On the contrary, I would be expected to follow the guidelines and present a similar NE lesson. As a get downing instructor with limited learning experience and teaching methods accomplishments, I would miss the ability in transform these guidelines into prosecuting and interesting lessons on par as that of the experient instructors. Most experient instructors are able to present interesting NE lessons, transforming the repetitive, dull lesson into prosecuting sharing lessons while staying by the guidelines. They reflected on their past instruction experiences, gathered feedback from old batches of pupils, and modified their instruction teaching method consequently to appeal to pupils ‘ involvement. Therefore, pupils ‘ involvements in NE activities are aroused and they participate actively in it. On the other manus, get downing instructors enter schoolrooms today with high outlooks of ourselves and of our pupils. Our learning method would be influenced by single background and assorted learning theories. However, the deficiency of experience in the instruction field would impact the quality of the lesson bringing as I would be unable to accommodate to pupils ‘ demands. In add-on, I would be given to avoid diverting from the model to plan newer, more exciting lessons as I fear for botching the ba lance between merriment and content. After all, the intent of the NE lesson would be defeated if there is more merriment than content. To reason, the aims of NE could be attained through appropriate programmes and it is therefore highly of import to instill a sense of relevance in our pupils and to elicit their involvement in NE activities. When faced with challenges in the effort to implement the policies, get downing instructors should detect, persevere and seek for aid to get the better of them. Through these challenges, we would turn to go better pedagogues and in bend, supply the greatest benefits to the pupils.

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Major General Robert E. Rodes - American Civil War

Robert E. Rodes - Early Life Career: Born March 29, 1829 in Lynchburg, VA, Robert Emmett Rodes was the son of David and Martha Rodes.   Raised in the area, he elected to attend the Virginia Military Institute with an eye towards a military career.   Graduating in 1848, ranked tenth in a class of twenty-four, Rodes was asked to remain at VMI as an assistant professor.   Over the next two years he taught a variety of subjects including physical science, chemistry, and tactics.   In 1850, Rodes departed the school after failing to secure a promotion to professor.   This instead went to his future commander, Thomas J. Jackson. Traveling south, Rodes found employment with a series of railroads in Alabama.   In September 1857, he married Virginia Hortense Woodruff of Tuscaloosa.   The couple would ultimately have two children.   Serving as the chief engineer of the Alabama Chattanooga Railroad, Rodes held the post until 1861.   With the Confederate attack on Fort Sumter and beginning of the Civil War that April, he offered his services to the state of Alabama.   Appointed colonel of the 5th Alabama Infantry, Rodes organized the regiment at Camp Jeff Davis in Montgomery that May. Robert E. Rodes - Early Campaigns: Ordered north, Rodes regiment served in Brigadier General Richard S. Ewells brigade at the First Battle of Bull Run on July 21.   Recognized by General P.G.T. Beauregard as an excellent officer, Rodes received a promotion to brigadier general on October 21.   Assigned to Major General Daniel H. Hills division, Rodes brigade joined General Joseph E. Johnstons army in early 1862 for the defense of Richmond.   Operating against Major General George B. McClellans Peninsula Campaign, Rodes first led his new command in combat at the Battle of Seven Pines on May 31.   Mounting a series of attacks, he sustained a wound in his arm and was forced from the field.    Ordered to Richmond to recover, Rodes rejoined his brigade early and led it at the Battle of Gaines Mill on June 27.   Not fully healed, he was force to leave his command a few days later prior to the fighting at Malvern Hill.   Out action until late that summer, Rodes returned to the Army of Northern Virginia as General Robert E. Lee commenced his invasion of Maryland. On September 14, his brigade mounted a stiff defense at Turners Gap during the Battle of South Mountain.   Three days later, Rodes men turned back Union assaults against the Sunken Road at the Battle of Antietam.   Wounded by shell fragments during the fighting, he remained at his post.   Later that fall, Rodes was present at the Battle of Fredericksburg, but his men were not engaged. Robert E. Rodes - Chancellorsville Gettysburg: In January 1863, Hill was transferred to North Carolina.   Though the corps commander, Jackson, desired to give command of the division to Edward Allegheny Johnson, this officer could not accept due to wounds sustained at McDowell.   As a result, the position fell to Rodes as the senior brigade commander in the division.   The first division commander in Lees army to not have attended West Point, Rodes repaid Jacksons confidence at the Battle of Chancellorsville in early May.   Spearheading Jacksons audacious flank attack against Major General Joseph Hookers Army of the Potomac, his division shattered Major General Oliver O. Howards XI Corps.   Severely wounded in the fighting, Jackson requested that Rodes be promoted to major general before dying on May 10. With the loss of Jackson, Lee reorganized the army and Rodes division moved into Ewells newly-formed Second Corps.   Advancing into Pennsylvania in June, Lee ordered his army to concentrate around Cashtown in early July.   Obeying this order, Rodes Division was moving south from Carlisle on July 1 when word was received of fighting at Gettysburg.   Arriving north of the town, he deployed his men on Oak Hill facing the right flank of Major General Abner Doubledays I Corps.   Through the day, he launched a series of disjointed attacks which suffered heavy losses before finally dislodging Brigadier General John C. Robinsons division and elements of XI Corps.   Pursuing the enemy south through the town, he halted his men before they could assault Cemetery Hill.   Though tasked with supporting attacks on Cemetery Hill the next day, Rodes and his men played little role in the rest of the battle. Robert E. Rodes - Overland Campaign: Active in the Bristoe and Mine Run Campaigns that fall, Rodes continued to lead his division in 1864.   In May, he helped opposed Lieutenant General Ulysses S. Grants Overland Campaign at the Battle of the Wilderness where the division attacked Major General Gouverneur K. Warren V Corps.   A few days later, Rodes division took part in the savage fighting at the Mule Shoe Salient at the Battle of Spotsylvania Court House.   The remainder of May saw the division participate in the fighting at North Anna and Cold Harbor.   After reaching Petersburg in early June, Second Corps, now led by Lieutenant General Jubal A. Early, received orders to depart for the Shenandoah Valley. Robert E. Rodes - In the Shenandoah:         Tasked with defending the Shenandoah and drawing troops away from the siege lines at Petersburg, Early moved down (north) the valley sweeping aside Union forces.   Crossing the Potomac, he then sought to menace Washington, DC.   Marching east, he engaged Major General Lew Wallace at Monocacy on July 9.   In the fighting, Rodes men moved along the Baltimore Pike and demonstrated against Jug Bridge.   Overwhelming Wallaces command, Early then reached Washington and skirmished against Fort Stevens before withdrawing back into Virginia.   The efforts of Earlys troops had the desired effect as Grant dispatched sizable forces north with orders to eliminate the Confederate threat in the Valley. In September, Early found himself opposed by Major General Philip H. Sheridans Army of the Shenandoah.   Concentrating his forces at Winchester, he tasked Rodes with holding the Confederate center.   On September 19, Sheridan opened the Third Battle of Winchester and commenced a large-scale attack against the Confederate lines.   With Union troops driving back both of Earlys flanks, Rodes was cut down by an exploding shell as he worked to organize a counterattack.   Following the battle, his remains were taken back to Lynchburg where he was buried at the  Presbyterian Cemetery.         Ã‚   Selected Sources VMIs Civil War Generals: Robert E. RodesGettysburg Generals: Robert E. RodesNPS: Robert E. Rodes