Animal Rights :: essays research papers

Medicines, household products, food, and basically everything involved in the life of an average person has to under go a form of testing before it is legal to be placed on a shelf and if available to the public. The same tests are performed on every medical procedure that is introduced to surgeons. Since the only way to directly mimic the human body is to use it itself, scientists were forced to find the closest and best alternative. That is where animals were introduced to the medical profession. Experimentation on animals date back to as early as 500 BC, making this form of medical validation one of the oldest known to humans. It is not only one of the oldest but one of the most informative. Scientists use animals in medical research to study how the body works and how to diagnose, cure, and prevent disease. Researchers also use animals for tests to try to protect the public from dangerous chemicals, (Day, 13) such as those included in detergents, bleach, and other household prod ucts. When live animals are used in experimentation, this practice is called vivisection. Animals are used in many instances because their bodies often react in a similar way to that of a humans. Although animals have been used in medical research for numerous years it was not until the early 1920’s that it became more prominent. It was at this point that the introduction of using live, un-anesthetized, animals to study toxic effects on an increasing array of drugs, pesticides and food additives was introduced. After this great advance in medical research the results of using animals grew with leaps and bounds. In 1970 this process peaked with the use of millions of animals. Since then, according to the USDA’s Animals Welfare Enforcement, 1,267,828 animals were used for medical purposes in 1998, which is more than a 50 percent decrease since 1970. Although this is a drastic drop in animals used there have been many medical advances; virtually every medical break throug h this century has come about as the result of research with animals. (Office of Technology) Of the many animals used for experiments, about 90 percent of the animals used are rats, mice and other rodents. Animals such as these are used for two reasons, one because they are readily available upon request, and two because they are cheap which helps aid the large cost of animals experimentation.

Rationale, Treatment, Objectives Essay

The group has decided to teach this age group because the group believes that in this age group, the minds of the children are still very curious and retention can be increased because of their curious nature. The group has seen this topic as an important lesson to tech to children because we are human being and we need to know what is going on in our body. So we can understand what we need to eat and what is harmful to our body. We also need to know the process and we need to know how can we keep our body healthy. The group has also decided that the medium to be used for this project will be the E-Module, because it has the capacity of stimulating more than one sense of the body (hearing and sight). As discussed in previous lessons in DEVC 40, the more senses we stimulate, the more information is retained. Also, the E-Module format is more participatory, making the learner a part of the learning process. It is an interactive format, meaning learner participation is a must to proceed. It also makes learning more fun for the learner, therefore encouraging the participants to learn and get more out of the module. So this module can be very useful especially to the slow learners. They can learn while enjoying and as we all know, kids like colorful things and interactive type of learning rather than mere lecture. Finally, given the right hardware, the E-Module is accessible any since it can be put in a CD or it can be uploaded to the internet. This means the material can be viewed by anyone with a computer, or with anyone who has a connection to the internet. Treatment: The E-Module will be done using google chrome browser because it is an instant flash player. The E-Module will have a home page where the Digestive system is displayed. Links will then be displayed in one of the sides of the screen, probably on the top or the left side. These links will specify the topics that are to be discussed within the lesson. When the learner clicks on a link, he will be navigated to a page where the introduction to the topic is shown. To proceed, the student must click on the arrow next link. At the end of each sub-lesson, a brief summary will be presented. After this, the student will be given the option of continuing with the â€Å"normal† flow of the lesson or go back to the home page to choose a topic that the learner wishes to take or just continue clicking on the next tab until the final lesson is reached. At the games section, there will be games and one of it will serve as quiz. The quiz will be a traditional question and answer type or a game. At the end of the module, credits will be shown. Objectives: After viewing the E-Module, the participants must be able to perform the following:a. State at least four parts of the digestive system and its function. b. Explain in at least two sentences on digestion process. c. Identify at least six correct answers on quiz.

Dueling Religious Ideologies Seen in Shakespeare’s The...

The dueling religious ideologies seen in Shakespeare’s The Merchant of Venice serve as the cornerstones not only of the character’s arguments during the trial at the end of the play, but of the definitions of the character’s own self-perceptions. Shylock, the play’s â€Å"villain† and the most prominent of the play’s three Jewish characters, employs his religious identity in defining his conception of masculinity, connecting his perception of what it means to be â€Å"male† with his profession, which he is allowed to practice due to the tenants of his Jewish faith. This economically defined perception of his own masculinity becomes Shylock’s undoing, as the play shows the slow decline of his economic fortune, which comes to represent a kind of†¦show more content†¦Within his own home as well, Shylock’s masculinity and his position as the head of the household are again defined through his economic dominion over t hose in his service. His daughter, Jessica, is unmarried and therefore still the economic responsibility of her father, playing not only into Shylock’s economic, but also his blood dominion over his only daughter. Isolated from the greater Venetian society by her Jewish faith, Jessica is further isolated by her father’s drive to assert his masculinity through his control of her. In Act 2, Scene 5, Shylock demands that Jessica â€Å"lock up my doors† (2.5.30), and not â€Å"let the sound of shallow foppery enter/My sober house† (2.5.36-7). He treats he no better than he does Lancelot, ordering her as a master would his servants and in terms seemingly devoid of all fatherly affection. While Shylock bolsters his own masculinity through these act of â€Å"fatherly† domination of his daughter, he is unaware that Jessica is plotting a means by which she can emasculate her father and escape his influence once and for all. While the verdict of the trial se rves as the final blow to Shylock’s masculinity, with Antonio’s request that he be forcibly converted to Christianity serving as the actual act of castration, the process begins much