Animal Testing Has Been A Part Of Pharmaceutical - Free Essay Example

Sample details Pages: 2 Words: 725 Downloads: 7 Date added: 2019/04/12 Category Biology Essay Level High school Tags: Animal Testing Essay Did you like this example? Animal testing has been a part of pharmaceutical, cosmetic, and toxicity research for many years. Many innocent animal lives are being taken for the sake of science, when it is unnecessary to do so. Scientists have had the knowledge of human embryonic stem cells for research for years and yet they decide to use sentient animals instead. Even though animal testing has proven beneficial in the past, scientists should use human embryonic stem cells to do research instead of animals because it would not only be cheaper, but it would also be more accurate and morally appealing. If scientists were to start using human embryonic stem cells instead of animals, it would save the american taxpayers billions of dollars. There are so many more important thing that the government should be spending tax money on, but they choose to instead pay for useless, expensive testing. Bethany Hope Rishell states in her article Harming Humans via Animal Analysis: A Utilitarian Critique of Regulatory Requirements and Emphases in the Pharmaceutical, Cosmetic, and Industrial Chemicals Industries that a simple toxicity test frequently costs about $30,000. Don’t waste time! Our writers will create an original "Animal Testing Has Been A Part Of Pharmaceutical" essay for you Create order She then goes on to state, More complex testing, such as carcinogenicity tests, cost closer $1 million. These numbers do not account for what the scientists that conduct the tests are being paid. These numbers could be easily lowered if scientists decided to start testing on hESCs instead of animals. If these numbers were to be lowered, it would significantly lower the costs of medicine and medical treatments. Another pro to stem cell testing is that it would be a lot more accurate than testing on an animal. Logically speaking, the way humans react to certain things is significantly different than the way a rat or mouse would. So, why would scientist still use animals to test life saving medications and medical treatments meant for humans? According to Rishell, animal testing has delayed finding the cure for certain diseases such as cancer and diabetes. An example of this is when she mentioned, while humans cannot live without insulin regulating their blood sugar, mice, including mice genetically engineered specifically for the study of diabetes, can survive without insulin. This example means that all the time and money spent on testing mice for the cure to diabetes was to no avail. Another example of animal testing being unreliable is when scientists were attempting to test on animals for heart disease and other heart problems, they could not successfully create medications to help cure these diseases. Eventually it was discovered that cardiovascular disease almost never develops in any other species other than homo sapiens. There is no denying that animals cells work very different than that of a humans. Lastly, testing on human embryonic stem cells would be more morally appealing than testing on a sentient animal. The main difference between hESCs and animals is that an hESC cannot feel pain unlike an animal which can. Of course, it could be argued that an hESC is or could be a living person, but animals are already living creatures. This is where the political debate comes in. According to Davor Solter, the author of the article From Teratocarcinomas to Embryonic Stem Cells and Beyond: a History of Embryonic Stem Cell Research, the scientific community is becoming more politically driven. Because there are so many people in politics that believe that hESCs are living humans, they are letting these animals suffer instead. Science should not be about politics, but about doing whatever is needed to come up with medicines, cures, and treatments to help whoever needs it. Morally speaking, everyone can agree that researchers should not inflict pain on something that can actually feel it, and risk the results not being accurate, but instead test on something that cannot feel pain and would give more accurate results. Testing on hESCs give scientists more accurate results and less room for error. Some may argue that animal testing has been beneficial in the past and science should switch practices if the ones they use work. The main problem with this counterclaim is that even though animal testing has gotten science pretty far, as I had previously stated it has not been reliable. The more that scientists discover about the human body and the diseases that can inhabit it the more complex and in depth the research on these diseases need to be

Poverty of the Stimulus Definition and Examples

In language studies, poverty of the stimulus is the argument that the linguistic input received by young children is in itself insufficient to explain their detailed knowledge of their first language, so people must be born with an innate ability to learn a language.   Origins An influential advocate of this controversial theory has been  linguist  Noam Chomsky, who introduced the expression poverty of the stimulus in his  Rules and Representations  (Columbia University Press, 1980). The concept is also known as  an argument from the poverty of the stimulus (APS), logical problem of language acquisition, projection problem,  and  Platos problem.   The poverty of the stimulus argument has also been used to reinforce Chomskys theory of universal grammar, the thought that all languages have some tenets in common.   Poverty of the Stimulus vs. Behaviorism The concept contrasts with the behaviorist  idea that children learn language through rewards—when they are understood, their needs are met. When they make a mistake, they are corrected. Chomsky contends that children learn language too quickly and with too few structural errors to have to have every possible variation rewarded or punished before they learn the proper structure,  so some part of the ability to learn language must be innate to help them automatically skip over making some errors. For example, in English, some rules, sentence structures or usages are applied inconsistently, done in some situations and not others. Children are not taught all of the nuances as to when they might apply a particular rule and when they might not (a poverty of that particular stimulus) yet theyll correctly choose the appropriate time to apply that rule. Problems With Each Theory Problems with the poverty of the stimulus theory include that its difficult to define what constitutes enough modeling of a grammatical concept for children to effectively have it learned (i.e., the core thought that children havent received enough modeling of a particular concept). Problems with the behaviorist theory are that improper grammar can also be rewarded, but children work out what is correct regardless. Here are some examples of famous works of literature and other texts. Platos Problem [H]ow comes it that human beings, whose contacts with the world are brief and personal and limited, are nevertheless able to know as much as they do know?(Bertrand Russell, Human Knowledge: Its Scope and Limits. George Allen Unwin, 1948) Wired for Language? [H]ow is it that children ... routinely succeed in learning their mother tongues? The input is patchy and defective: parental speech does not seem to provide a very satisfactory, neat and tidy model from which children could easily derive the underlying rules... Because of this apparent poverty of the stimulus--the fact that linguistic knowledge seems undetermined by the input available for learning;  many linguists have claimed in recent years that some knowledge of language must be wired in. We must, the argument goes, be born with a theory of language. This hypothesized genetic endowment provides children with prior information about how languages are organized, so that, once exposed to linguistic input, they can immediately start fitting the details of their particular mother tongue into a ready-made framework, rather than cracking the code from scratch without guidance.(Michael Swan, Grammar. Oxford University Press, 2005) Chomskys Position It is, for the present, impossible to formulate an assumption about initial, innate structure rich enough to account for the fact that grammatical knowledge is attained on the basis of the evidence available to the learner.(Noam Chomsky, Aspects of the Theory of Syntax. MIT, 1965) Steps in the Poverty-of-the-Stimulation Argument There are four steps to the poverty-of-the-stimulation argument (Cook, 1991): Step A: A native speaker of a particular language knows a particular aspect of syntax...Step B: This aspect of syntax could not have been acquired from the language input typically available to children...Step C: We conclude that this aspect of syntax is not learnt from outside...Step D: We deduce that this aspect of syntax is built into the mind.(Vivian James Cook and Mark Newson, Chomskys Universal Grammar: An Introduction, 3rd ed. Blackwell, 2007) Linguistic Nativism Language acquisition presents some unusual characteristics. ... First, languages are very complex and hard for adults to learn. Learning a second language as an adult requires a significant commitment of time, and the end result generally falls well short of native proficiency. Second, children learn their first languages without explicit instruction, and with no apparent effort. Third, the information available to the child is fairly limited. He/she hears a random subset of short sentences. The putative difficulty of this learning task is one of the strongest intuitive arguments for linguistic nativism. It has become known as The Argument from the Poverty of the Stimulus (APS).(Alexander Clark and Shalom Lappin, Linguistic Nativism and the Poverty of the Stimulus. Wiley-Blackwell, 2011) Challenges to the Poverty-of-the-Stimulus Argument [O]pponents of Universal Grammar have argued that the child has much more evidence than Chomsky thinks: among other things, special modes of speech by parents (Motherese) that make linguistic distinctions clearer to the child (Newport et al. 1977; Fernald 1984), understanding of context, including social context (Bruner 1974/5; Bates and MacWhinney 1982), and statistical distribution of phonemic transitions (Saffran et al. 1996) and of word occurrence (Plinkett and Marchman 1991). All these kinds of evidence are indeed available to the child, and they do help. Chomsky makes a telling slip here, when he says (1965: 35), Real progress in linguistics consists in the discovery that certain features of given languages can be reduced to universal properties of language, and explained in terms of these deeper aspects of linguistic form. He neglects to observe that it is also real progress to show that there is evidence enough in the input for certain features of languages to be learned.(Ray Jackendoff, Foundations of Language: Brain, Meaning, Grammar, Evolution. Oxford Univ. Press, 2002)

Randomly Select Films From Netflix Popular Movie Section

Randomly select films from Netflix popular movie section between the years 2007 to 2017. This experiment will be coding for differences in male and female lead roles in movies, also compare the frequency of male and female lead roles. Introduction From the day we are born, whether you are male or female, we are constantly influenced by the word around us. Our environments feed us information that we conceptualize and store, ultimately aiding in the development of one’s ego, which is obtained by what we subconsciously perceive about ourselves through social and environmental influences. This concept is explained in social psychology a major influence being: conformity. Conformity means to â€Å"comply with conventions or modeling your behavior†¦show more content†¦This project will analyze gender-stereotypes with an emphasis on conformity, to better understand the characteristics and frequency of leading male and female roles in movies. Early-Present Gender Stereotypes in Film Male and female gender roles have been stereotyped in film for generations. â€Å"The 1940s brought a closing to World War II. Men were returning home to their wives, and starting families. After four years of wartime instability, both women and men seemed to want to return to a patriarchal order, with women in the home† (Banner, 2005). Even though the gender roles were a reflection of the times, over the years the roles persisted to present males as the successful â€Å"bread-winner†, assertive, and praised by his family and friends. Women reflected the domestic, nurturing, and dainty secondary role. The media and movie influence was that marriage should be a priority, and that caring for the family came along with the marriage. Women openly complied to these stereotypes and idolized the suburban house-wife image that was portrayed in popular genre’s (i.e. comedy, drama, and romance). Approaching the late 1960’s, the male stereotypes in film kept the same dominant essence with an emphasis on hero qualities that gave rise to the action and adventure genre. This was also a reflection of the times, which created a butterfly affect to influence AmericanShow MoreRelatedNetflix Operations Management Report4633 Words   |  19 PagesNETFLIX OPERATIONS MANAGEMENT REPORT TABLE OF CONTENTS Executive SummaryÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…2 IntroductionÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â….3 Netflix Process StrategyÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…3 Competitive ClimateÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…..5 Competitive StrategyÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â….7 Inventory ManagementÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…10 Supply-Chain ManagementÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â….11 Management CritiqueÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…12 Future InnovationÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…..14 ConclusionÂ…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â…Â….16 APPENDIX Exhibit 1 Ââ€" ProcessRead MoreInnovators Dna84615 Words   |  339 Pages(Continued from front flap) is the Horace Beesley Professor of Strategy at the Marriott School, Brigham Young University. He is widely published in strategy and business journals and was the fourth most cited management scholar from 1996–2006. is a professor of leadership at INSEAD. He consults to organizations around the world on innovation, globalization, and transformation and has published extensively in leading academic and business journals. is the Robert and Jane CizikRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pages10.5/12 ITC New Baskerville Std Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within text. Copyright  © 2013, 2011, 2009, 2007, 2005 by Pearson Education, Inc., publishing as Prentice Hall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval

Blakes poem Essay Example For Students

Blakes poem Essay Songs of Innocence and Experience. (1794)by William Blake. Songs of InnocenceIntroductionPiping down the valleys wildPiping songs of pleasant glee,On a cloud I saw a child,And he laughing said to me: Pipe a song about a Lamb:So I piped with merry chear. Piper, pipe that song again So I piped: he wept to hear. Drop thy pipe, thy happy pipe,Sing thy songs of happy chear:So I sung the same again,While he wept with joy to hear. Piper, sit thee down and writeIn a book that all may read So he vanishd from my sightAnd I pluckd a hollow reed, And I made a rural penAnd I staind the water clearAnd I wrote my happy songs,Every child may joy to hear. The Shepherd How sweet is the Shepherds sweet lot!From the morn to the evening he strays;He shall follow his sheep all the dayAnd his tongue shall be filled with praise. For he hears the lambs innocent call,And he hears the ewes tender reply. He is watchful while they are in peace,For they know when their Shepherd is nigh. The Ecchoing GreenThe Sun does ariseAnd make happy the skies,The merry bells ringTo welcome the Spring:The skylark and thrushThe birds of the bushSing louder aroundTo the bells chearful sound,While our sports shall be seenOn the Ecchoing Green. Old John with white hairDoes laugh away careSitting under the oakAmong the old folk. They laugh at our play,And soon they all say:Such, such were the joysWhen we all girls ; boys In our youth-time were seenOn the Ecchoing Green Till the little ones wearyNo more can be merry,The sun does descend,And our sports have an end:Round the laps of their mothersMany sisters and brothers,Like birds in their nest,Are ready for rest:And sport no more seenOn the darkening Green. The Lamb Little Lamb, who made thee?Dost thou know who made thee?Gave thee life ; bid thee feedBy the stream ; oer the mead:Gave thee clothing of delight,Softest clothing, woolly, bright:Gave thee such a tender voice,Making all the vales rejoice:Little Lamb, who made thee,Dost thou know who made thee? Little Lamb, Ill tell thee,Little Lamb, Ill tell thee:He is called by thy nameFor he calls himself a Lamb. He is meek he is mild,He became a little child:I a child thou a lamb,We are called by his name:Little Lamb god bless thee,Little Lamb god bless thee! The Little Black BoyMy mother bore me in the southern wild,And I am black, but O! my soul is white;White as an angel is the English child,But I am black, as if bereavd of light. My mother taught me underneath a treeAnd sitting down before the heat of day,She took me on her lap and kissed me,And pointing to the east began to say: Look on the rising sun: there God does liveAnd gives his light, and gives his heat away:And flowers and trees and beasts and men receiveComfort in morning, joy in the noon day. And we are put on earth a little space,That we may learn to bear the beams of love:And these black bodies and this sunburnt faceIs but a cloud, and like a shady grove: For when our souls have learnd the heat to bearThe cloud will vanish; we shall hear his voice,Saying: Come out from the grove, my love care,And round my golden tent like lambs rejoice. Thus did my mother say and kissed me:And thus I say to little English boy;When I from black and he from white cloud free,And round the tent of God like lambs we joy, Ill shade him from the heat, till he can bearTo lean in joy upon our fathers knee:And then Ill stand and stroke his silver hair,And be like him and he will then love me. The Blossom Merry Merry SparrowUnder leaves so green,A happy BlossomSees you swift as arrowSeek your cradle narrowNear my Bosom. .u9d3163db9510d4e0e0c18321328f6b34 , .u9d3163db9510d4e0e0c18321328f6b34 .postImageUrl , .u9d3163db9510d4e0e0c18321328f6b34 .centered-text-area { min-height: 80px; position: relative; } .u9d3163db9510d4e0e0c18321328f6b34 , .u9d3163db9510d4e0e0c18321328f6b34:hover , .u9d3163db9510d4e0e0c18321328f6b34:visited , .u9d3163db9510d4e0e0c18321328f6b34:active { border:0!important; } .u9d3163db9510d4e0e0c18321328f6b34 .clearfix:after { content: ""; display: table; clear: both; } .u9d3163db9510d4e0e0c18321328f6b34 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9d3163db9510d4e0e0c18321328f6b34:active , .u9d3163db9510d4e0e0c18321328f6b34:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9d3163db9510d4e0e0c18321328f6b34 .centered-text-area { width: 100%; position: relative ; } .u9d3163db9510d4e0e0c18321328f6b34 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9d3163db9510d4e0e0c18321328f6b34 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9d3163db9510d4e0e0c18321328f6b34 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9d3163db9510d4e0e0c18321328f6b34:hover .ctaButton { background-color: #34495E!important; } .u9d3163db9510d4e0e0c18321328f6b34 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9d3163db9510d4e0e0c18321328f6b34 .u9d3163db9510d4e0e0c18321328f6b34-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9d3163db9510d4e0e0c18321328f6b34:after { content: ""; display: block; clear: both; } READ: Genre of Clowning (Theatre, Drama, Arts) EssayPretty Pretty RobinUnder leaves so green,A happy BlossomHears you sobbing sobbingPretty Pretty RobinNear my Bosom. The Chimney-Sweeper When my mother died I was very young,And my father sold me while yet my tongueCould scarcely cry weep weep! weep weep!So your chimneys I sweep in soot I sleep. Theres little Tom Dacre, who cried when his headThat curled like a lambs back, was shavd, so