The Character of Blanche DuBois in Tennessee Williams A Streetcar Name

  Ã‚  Ã‚   Blanche, the main character in William’s play "A Streetcar Named Desire" invokes many contrasting emotions. To analyze one’s emotions concerning Blanche is no easy task, to do so effectively one must break the play into different parts and analyze them separately. The problem with Blanche is that she presents a character so mixed up in her own motives and opinions that one never knows if it is really her or an act she’s putting on. The audience will find itself constantly readjusting its position towards Blanche and the other characters as the play unfolds and we learn more about her story and the reasons behind her inadequacies. Williams makes sure nothing is white or black but grey so that at some moments in the play we struggle to find a reason for her cool manipulation and hunger for power while at others we pity her pathetic life founded on lies and misconceptions. Even when she tries to break up Stanley and Stella’s relationship we donâ €™t immediately brand her as a villain, we remember that if Stella hadn’t left than maybe Blanche would have become what she had wanted to become rather than what society dictated her to become. When we see Blanche for the very first time we know right away that she does not belong in Stella’s neighborhood, she is "daintily dressed" and her "delicate beauty must avoid a strong light", she seems in a fairly hysterical state but we can assume that’s just normal since she is "incongruous to this setting". She seems to be having trouble speaking normally to a black person so that we can already place the origin of her upbringing in the South, probably in one of those enormous mansions that housed rich slave owning white families. As the scene unfolds, the image of the rich, somewhat shelte... ...e thinking about her and the play they will feel sympathy or at least pity for Blanche. What Williams demonstrates with this play is the power of memories and the ruthlessness of society. Works Cited and Consulted Brownmiller, Susan. Against Our Will. New York: Bantam Books, 1975. Dworkin, Andrea. Intercourse. New York: The Free Press, 1087 Lant, Kathleen Margaret. "A Streetcar Named Misogyny." pp. 225-238 in REDMOND. Redmond, James (Editor). Violence in Drama. Cambridge University Press; 1991.   Spoto, Donald. The Kindness of Strangers. Boston: Little, Brown and Company, 1985. Williams, Edwina Dakin. Remember Me to Tom. St. Louis: Sunrise Publishing Company, 1963. Williams, Tennessee. Memoirs. New York: Doubleday and Company, Inc: 1975. Williams, Tennessee. A Streetcar Named Desire. New York: Signet. Original copyright 1947.

Understand how to safeguard the well-being of children and young people Essay

2.1 It is important to safeguard children and young people in a setting to ensure they can feel safe and secure. We must protect children and young people from abuse or neglect, ensure they stay safe and healthy and continue to develop well. 2.2 It is important to have a child centred approach so that the child’s feelings are experiences are taken into account and therefore any further distress can be avoided. 2.3 Partnership working in the context of safe guarding refers to the sharing of information between different agencies and collaborative working. It is important to feel that a child’s welfare is safe guarded regardless of there they are from and who’s looking after them at all times. For example, children who attend multiple settings, such as primary school and an after school club. It is important that these settings work closely together to ensure the child is safe, healthy and developing. Practitioners must ensure continuity and coherence by sharing relevant information with each other parents or carers. 2.4 When a child is abused or harmed, there are many agencies that may be involved. The fist is likely to be the social services ( after a referral). Referrals are likely to be made by a school or childcare provider. It is part of every person working with young children’s responsibility to report any signs of abuse or neglect to their safeguarding coordinator who will refer the case to the local social services hub. Other organisations and practitioners who have a duty of care to report any of these signs include doctors, nurses, health visitors and play schemes. Social services then carry out an initial assessment as a response and the possible decisions include; Offering services and support to the child and their family. This will only be decided if it is judged that the child is not in any immediate danger. Urgent action to protect the child from harm such as obtaining a court order to remove the child from the care of their parents and placed into safe temporary care. A discussion to discuss further strategy will then  take place. Staff in schools or other settings where they care for children must never try to independently investigate the circumstances of the abuse or neglect themselves, but their input may be requested in the initial assessment meetings, and their cooperation with the continued plan is important. 3.1 Every person working in the setting must be a suitable person to work with young children, must have a valid CRB check and must be assessed by the Independent Safeguarding Authority. Practitioners must actively promote the well being of every child. This includes providing every opportunity for children and young people to learn and develop, play and communicate and socialise in the setting. Children and young people also need healthy, nutritious food and the opportunity to move their bodies and exercise. They need to be able to make decisions and develop an appropriate level of independence. Practitioners also have a responsibility to provide extra support to children who’s needs are not being met, by working with parents and other professionals. Some children in early years settings mya present a delay in development, or emotional of social difficulties, which may be the result of adverse early years experiences, like witnessing domestic violence or growing up with a parent with a mental illness. This extra support could include helping the parent join a â€Å"stay and play† group to make friends and build a support group, or by working with a clinical psychology service to give advice on things such as bedtimes. This work can be coordinated under the CAF. 3.2 It is important to have policies and procedures in place to protect children and the adults who work with them. Policies and procedures that should be in place within settings for safe working include; duty of care, whistle blowing, power and position of trust, physical contact, photography and video and off site visits. The setting’s policy for safe guarding should include the settings’ name and the type of service it provides, the name of the child protection officer, the importance of child protection and outline the relevant part of UK legislation, everyone’s responsibility to safeguard, how the setting will meet this obligation, the safeguarding policy works together with other policies, such as the equality and diversity policy,  behaviour and partnership with parents. The procedure should inform how the policy will be put into practice on a daily basis. The procedure should be clear on the following points; the obligation to respond appropriately in a timely fashion, a brief summary of signs to look out for with reference to the relevant guidance document, the steps that should be taken if there are concerns, specific guidance and effective safeguarding. 3.3 There may be an occasion where you work in a setting and you believe that there are incidences of poor practice. For example, a staff member has raised concerns about a child’s welfare and reported these to the child protection officer. The child’s parents are on the school governing body. The child protection officer’s response is that â€Å"they’re not the sort of people to harm their child†. In cases like these it is very important that action is taken before the situation becomes worsened. Make it clear to the person you have reported to that the situation is dangerous and illegal and that you may feel it necessary to â€Å"blow the whistle† is necessary. Whistle blowers are legally protected against bullying being sacked or disciplined if they have acted in good faith. 3.4 Practitioners can protect themselves within their every day practice in and out of the setting by knowing their company policy. Schools and early years settings can keep children safe by having effective recruitment procedures, management and general operation policy. The children’s intimate care should be coordinated by the child’s key person so they don’t feel like just anyone can take them aside and undress them, this ensures their right to privacy is upheld. Is possible, children should be asked is they consent to offers of intimate care. Early years settings are required to have a policy for allegations made against staff. This will cover cases where a child, parent of other staff member has made the allegation. Practitioners participating in an off site visit have a duty to protect children from harm on the visit. Unqualified staff or volunteers mustn’t be left in sole charge of children and young people on an off site visit, unless deemed safe through a risk assessment. There should be a minimum of two adults participating in an off site visit, and must not be put in a situation where they are alone with a child away form the group. 4.1 Possible signs and symptoms that may indicate abuse or neglect and be cause for concern are outlined in the NSPCC’s â€Å"Learn to recognise signs of abuse†. A baby or toddler who is always crying a child who often has injuries or bruises a child who is often very withdrawn a child who often wears dirty clothes, is unwashed for a long period of times a child who is frequently very hungry a child who is often inappropriately dressed for the weather or season any indications a child is being left alone at home or unsupervised a child who does not receive medical treatment they need  a child who is mocked, sworn at, constantly joked about or made to feel foolish a child who expresses fear about particular adults, seams reluctant to be picked up by specific people, afraid to be left alone with that person. A child who has strong mood swings- anxiety, depression, uncontained anger or aggression. A child who has sexual knowledge, used sexual words or sexual behaviour that is not appropriate for their age. A child who is witnessing domestic violence A child who it witnessing significant alcohol or drug abuse. The NSPCC advised that you trust your judgement on a situation. 4.2 If a child make an allegation of abuse or harm, you must first record exactly what the child or young person has said and anything you may have noticed about the child or young person. Then discuss the concerns as a matter or urgency with the named member of staff within the setting. In my own setting, each room has a named person (usually the room leader) and the deputy manager is also a named person. In the case that I had a concern, I would first speak to the appropriate named person. In some cases it is acceptable to speak to the parent. For example, if a child has come into the setting with a number of bruises, either myself or the named person would ask the parent how the marks were acquired. I would then fill in an incident report describing the marks and ask the parent to sign it. If the parents account did not seam legitimate, I would then fill in a â€Å"cause for concern†Ã‚  report sheet. Both of these are filed in the child’s personal file, along with an y other reports of a similar nature. I would then be told of the action made by the named person. If the parents account seams reasonable based on what we know of the child’s behaviour within the setting, the named person may decide to take no further action. They may decide to advise the child’s parents, for example, what sort of clothes the child needs to wear. The child will then be monitored by his or her key person to see if the advise is followed up on. They may offer support for example, by making an appointment with a clinical psychologist. They may decide to refer the family to support at the children’s centre. They may decide however that serious action need to be taken and refer the incident to the Children’s Social Care (social services). If I feel that the action taken by the named person is inadequate, I would contact the Nursery owner, and then social services myself. There is the option of a â€Å"no names† interview with social services if I am unsure of what action to take. 4.3 In situations where abuse has been suspected, it is important to be mindful of the rights of the children and of their carers. In general, any information disclosed is confidential. If information circulates too freely, it can leave children and adults feeling too vulnerable and they may stop sharing information with you. If a parent disclosed information to you which you feel should be shared for the child’s benefit, the parent should feel they can consent or withhold consent freely ( assuming the child’s safety isn’t compromised). We must never disclose information inappropriately for example to people not within the setting. Everyone has the right to privacy. If sharing information is necessary to the child’s safety, you must do so. Start by discussing with the parent why you must share the information, explain that you are legally obligated to do so. If in doubt, seek advise from your named person. 5.1 There are many different types of bullying, including physical, verbal or indirect bullying. Physical bullying includes hitting kicking and taking belongings. Verbal bullying includes name calling, insulting and making  offensive remarks. Indirect bullying includes the spreading of rumours, exclusion form a social group, sending malicious emails or texts. There is never an excuse for bullying behaviour. Children and young people are more likely to be bullied if they are; shy or have an overprotective family environment, are from a different racial or ethnic group to the majority, appear different in some respects, have special needs such as a learning difficulty, behave inappropriately or have less developed social and interpersonal skills, possess expensive accessories such as a mobile phone or computer game. Bullying can lead to low self esteem in children and young people and can often leave them feeling hopeless. Children and young people who are experiencing bullying may be reluctant to attend the setting and may therefore have poor attendance. They may be more anxious and insecure than others, have fewer friends and may often feel unhappy or lonely. This will, in turn, effect all areas of their holistic development. 5.2 Some types of bullying may amount to unlawful discrimination. All settings must have a policy and system to deal with bullying. Policies must include reference to bullying in all forms such as bullying on grounds of body shape or size, homophobic bullying, racist bullying, faith based bulling, ageist bullying, disability bullying and sexist bullying. These policies and procedures are in place to protect people and to understand how best to support victims and their families. Children and young people should be provided with information about sources of help such as Childline or The Samaritans. If bullying is suspected or reported, within our setting, the issue will be dealt with by the child’s key person. The EYFS required that â€Å"Children’s behaviour must be managed effectively and in a manner that is appropriate for their stage of development and individual needs†. If bullying occurs within the staff team, it must be reported to the Company director (nur sery owner) who will deal with it as a matter or urgency. 5.3 Practitioners should work in partnership with parents to a support the victim of bullying. They can do this by helping the child improve their personal and social skills, including assertiveness techniques and conflict resolution. You can also provide support by encouraging the child to talk, listen to their problems, believing them if they say they are being bullied,  providing reassurance that it is not their fault, discussing the issue with a senior member of staff and taking action by following the settings’ anti-bulling procedure. 6.1 Children’s self esteem can be greatly boosted by an effective key person approach. Many aspects of this support the safeguarding of children. Listening and tuning into a child are import aspects of this. The key person notices changes in the child’s behaviour and emotion well being and developing a trusting relationship so that the child feel like they can talk to their key person about thing that are upsetting them. The child must know that you are there to listen and will believe what he or she is telling you. It is important to allow the child to express their feelings, such as anger, sadness and happiness, they may feel more confident that they can have a range of emotions. You can increase a child’s confidence by making the child feel a sense of belonging and that they have a unique set of qualities that are valued. It is important to show genuine interest in what a child is doing or saying. You can also work with parents to support their child’s self confidence and self esteem. Help a parent to understand that their child is finding a particular situation difficult and wha they can do to help, support parent with practical advise such as care or clothing, offer emotional and practical support in cases of family conflict or domestic violence. 6.2 Resilience is a crucial life skill that children require to survive the turbulences that life can provide. Resilience provides a person with the ability to deal with arising issues without it largely effecting their well being. It is something that they will develop in childhood and take with them into adult hood while continuing to improve their strength of resilience. It is therefore extremely important that adults support the resilience of young people. It teaches them to act in a way that will repair any damage caused by a major life event, good or bad, and enables them to regain self esteem. A lack of resilience can lead to cases of depression in an arising situation where the person feels unable to cope. If children are resilient it will help them in everyday life as a child, to overcome issues, hold onto self-esteem if victims of bullying and be better at dealing with  life. This will enable them ot be happier individuals who can carry this resilience into adult life. 6.3 It is important to work with children to enable them to have the strategies to protect themselves for neglect or abuse so they have a means of preventing it from happening. As part of this prevention role it is important that children understand what is and isn’t acceptable behaviour towards them, how to stay safe from harm, speak up if they have any worries or concerns, develop awareness and resilience. Being actively involved in prevention helps children stay safe both in the present and in the future. 6.4 One way to empower children and young people to make positive and informed decisions that will support their well being and safety is to encourage them to trust their own feelings and judgement in difficult situations. You can use role play as a tool to help them think about what to do if their friends are doing something they feel uncomfortable with such as having sex, drinking, drugs etc. Peer pressure can often be very strong, children and young people to decide upon limits for what they will and wont do so they can cope if a situation does arise. Make suer children understand the dangers of situations that may put their safety at risk, such a; being left home alone, playing in deserted or dark places, being out on their own, talking to strangers, accepting lifts from strangers and walking home alone, especially in the dark. Role play, stories and television can also be used to discuss acceptable risk taking. Children can discuss the actions of characters and identify risks they are taking in their own lives. Children also need to know where they can go to get help if they need it. They should be encouraging to find people in the setting or within their community who can help keep them safe. 7.1 Risks associated with using the internet and mobile phones usually revolve around contact with strangers, either posing as themselves or someone the child may trust. These people may try to obtain information from them, coerce them into meeting them which is highly dangerous. There are also issues of fraud around online shopping where criminals can obtain bank account details from the website used and use them as a theft devise. 7.2 You can reduce risks of using social networking sites (including chat rooms) by teaching children not to give out personal information that could lead the recipient to discover who they are and never arrange to meet anyone they have â€Å"met† in a chatroom. If young people wish to use social networking sites, they should be taught how to make the settings of they profile private so that only accepted people they know and trust can view their postings. Additionally, children and young people should be taught only to accept â€Å"friend requests† from people they are friends with in real life. They should never disclose personal information online. Filtering systems can be used to stop children and young people accessing inappropriate content on the internet. The curriculum should also provide opportunities to teach internet safety in ICT lessons. There should be procedures in p[lace to deal with â€Å"personal alleging† by a child or young person as a result of internet safety education. The setting must have a nominated member of staff who is in charge of child protection issues. It is important that children and young people are aware of the risks of online shopping. They should be encouraged to ensure their computer has anti-virus software and a firewall in place to provide protection against the potential risks of online shopping. You should only use online retailers you trust and check their privacy policy before buying anything. Ensure that you have a strong password and know what a secure website looks like. Print out a copy of any online orders you have made and always check your bank statement after buying anything online. UK mobile phone operators take steps to protect children and young people from accessing inappropriate material on their phones. They do this using internet filters, and having the option to register a mobile phone as a child so they can not access material for over 18s. They also advise that bluetooth (which enables bluetooth users to â€Å"talk† to each other) is turned off on children and young people’s phones. Chil dren and young people can be educated on e-safety by being given the following tips; Think carefully about who you give your mobile number to. Do not reply to any unwanted texts or messages.  Be careful what you download to your phone as there are growing numbers of viruses. Check with your friends if you are planning to upload a photo or video with them in it before uploading it. Remember to take control of your own image as one picture can become permanent when uploaded to the internet.

In Homecoming by Cynthia Voigt, Dicey, age 13, James, age...

In Homecoming by Cynthia Voigt, Dicey, age 13, James, age 10, Maybeth, age 9, and Sammy, age 6, are abandoned by their mother in the middle of Connecticut in a parking lot. They have to find their way to Aunt Cilla’s house because she is their only relative Dicey knows. With very little money and food, the Tillermans walk all the way to Bridgeport to find out that Aunt Cilla is dead and their Cousin Eunice is the only one there. They live with Cousin Eunice for a while, then later travel to their Grandma’s house. One symbol in the story is the long road, and it symbolizes all four children’s hardships, their hopelessness, and their poverty. Another symbol is the sailboat, and it symbolizes the hope the children need and Dicey’s want to be†¦show more content†¦To cite another instance, when the children were on the road, â€Å"‘Dicey?’ Maybeth said. ‘Yes, Maybeth,’ Dicey answered, without turning her head. Food, money, a way forward [on the road]. They had none. [Maybeth said] ‘What’s wrong?’ Dicey almost laughed. ‘What’s right?’ is what she wanted to answer, but she didn’t speak. Never mind the way forward [on the road], you couldn’t get without money and they had none,† (p.94). This verifies that one symbol is the long road and it symbolizes all four children’s hardships, their hopelessness, and their poverty because nothing right is going on in their lives. On the long road, you couldn’t get money to buy food. That shows poverty. On the road, they have to walk a long way forward while they are hungry and tired. Now that the children are stopping and just giving up, it shows that they have no hope in themselves. If they had hope, Dicey could’ve kept walking and find people to give her a job so she can earn money. For now, they are hopeless with no money or food on the long road. Another symbol is the sailboat and it s ymbolizes the hope the children need, and Dicey’s want to be accepted and taken in by her grandmother. Furthermore, the sailboat is damaged and ugly, but Dicey finds hope in it, and had thoughts of fixing it and sailing it with her grandmother and siblings. For instance, when Dicey discovers the boat, the text states, â€Å"A sailboat. It was small, only fourteen or fifteen feet. ItShow MoreRelatedU.s. China Relations With China1217 Words   |  5 Pagesstability in the region; subliminally China has stated its investment will be used to protect disputed territories between Japan and Taiwan. Additionally, in 2013 it implemented air identification zone (ADZ) over the East China Sea, which also covers Japan and Republic of Korea territory. 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The Genocide Of The Ottoman Empire Essay - 1493 Words

The term â€Å"genocide† refers to the systematic killing of a group of people because of factors that may include race or religion. The Ottoman Empire is to blame for the Armenia Genocide which took place between 1915 and 1923 and resulted in the deaths of over 1.5 million. Years after, under Adolf Hitler, Germany was to blame for the Holocaust which resulted in the death of over 6 million Jews. Despite both genocides taking place in different countries and during different time periods, both genocides have similarly caused the deaths of millions of innocent people and the leaders of the Ottoman Empire as well as Germany used humiliation, torture and propaganda to systematically exterminate people. In 1914, the Ottoman Empire allied with Germany and the Austro-Hungarian Empire. In the same year, religious leaders declared a jihad, a holy war against all Christians. As a result of Armenians organizing to help the Russian army fight against the Ottoman Turks, military leaders declared Armenians as traitors. The government as a result, declared the Armenian people to be removed. Armenians have called the Caucasus region of Eurasia home for over 3,000 years. Armenia was the first country to have Christianity be the official religion of their country. The Kingdom of Armenia was engulfed into the Ottoman Empire, a vastly Islam practicing empire by the 15th century. As a result of Ottoman Rulers historically being Muslim as well as the majority of their subjects, Armenians wereShow MoreRelatedThe Armenian Genocide Committed By The Ottoman Empire1579 Words   |  7 PagesThe Armenian genocide committed by the Ottoman Empire against its minority Armenian population from 1915-1917 left an estimated 1.5 million dead and to date, not one individual has been tried for these egregious crimes. The mass killings of Armenians by the Ottoman Empire in World War I and Jews by the Nazis in World War II shocked the conscience of the international community and led to the creation of the Convention on the Prevention and Punishment of the Crime of Genocide (CPPCG), in order t oRead MoreThe Armenian Genocide And The Decline Of The Ottoman Empire1671 Words   |  7 PagesArmenian genocide derived from the decline of the Ottoman Empire towards the end of the 19th century, and was based on land dispute, religion, and ultra-nationalism. â€Å"One of the main factors that led to the Armenian genocide is to be found in the mental conditions and characteristics of Turkish National identity† (AkcÃŒ §am, 2004, 59). The Armenians have claimed their home in the southern Caucasus since 7th Century BCE. Throughout many centuries, the Mongol, Persian, Russian, and Ottoman empires haveRead MoreWas Genocide Committed against the Armenian People in the Ottoman Empire During World War I1597 Words   |  6 PagesWAS GENOCIDE COMMITTED AGAINST THE ARMENIAN PEOPLE IN THE OTTOMAN EMPIRE DURING WORLD WAR I? In some countries, it is highly forbidden to mention the Armenian Genocide, which took place during the First World War with an approximate number of one and a half million Armenians exterminated. Currently around the world, there are still arguments whether genocide took place in the Ottoman Empire, targeting the Armenians. However, Turkey continues to firmly deny the fact that there was genocide, concedingRead MoreArmenian Genocide A Systematic Attack On The Armenian People Or A Means Of Sustaining The Ottoman Empire From Destruction1815 Words   |  8 PagesAn Analysis of the Armenian Question: Was the Armenian Genocide a systematic attack on the Armenian people or a means of sustaining the Ottoman Empire from Destruction? Commencing in April of 1915, the Ottoman government systematically initiated the slaughter of the empires Armenian civilian population. Often referred by historians as the first genocide to occur in the twentieth century, the Armenian Genocide refers to the persecution of the Armenian people, with estimates believing there to haveRead MoreThe Armenian Genocide835 Words   |  3 PagesThe Armenian Genocide The Armenian Genocide is the name given to the events of 1915-1923 in the Ottoman Empire, which was renamed Turkey after its founding father, Mustafa Ataturk. The Muslim majority destroyed the Armenians homes, churches, and livelihoods in a continuous murderous event that took its course over 8 years. An estimated 1 million to 1.5 million Armenians died in this Genocide, and other ethnicities died as well including Greeks and Azerbaijanis who happened to be living in ArmenianRead More The Armenian Genocide Essay906 Words   |  4 PagesThe Armenian Genocide, also known as the Armenian Holocaust, the Great Calamity, and the Armenian Massacre, was the organized killing of nearly 1.5 million Armenians. It occurred in the Ottoman Empire - present-day Turkey - where 2 million Armenians lived. The Armenian Genocide is the second-most studied massacre, after the Nazi Holocaust. Twenty-two countries have officially recognized it as genocide, but the Republic of Turkey rejects the charact erization of the events as genocide. Many ArmeniansRead MoreIt the Mass Murder in Armenia Genocide or Civil War?946 Words   |  4 PagesArmenia be considered a genocide or civil war? On the 24 April 1915, as the Ottoman Empire was being dismantled, a fiercely nationalistic Muslim political party known as the Young Turks began the process of exterminating approximately 1 500 000 Armenian Christians. The Young Turks aimed to create a state that was free from any Armenians and from Christians in particular. The genocide lasted 8 years, until 1923, during which time the Armenian Christian population in the Ottoman Empire was reduced from approximatelyRead MoreGenocides Have Been Going On For Many Years Whether People1127 Words   |  5 Pages Genocides have been going on for many years whether people may want to accept it or not even recognize an event as a genocide, Genocide is a deliberate killing of a large group of people, especially those of a particular ethnic group or nation. The term Genocide was created by polish attorney and writer Raphael Lemkin, by combining the Greek word â€Å"genos† which means race and the Latin word â€Å"cide† which m eans killing. Which as from now one can see that it’s that a massive killing of a specific race(s)Read Moreember World War II, and the effects it caused around the world, especially to the Jewish People.1500 Words   |  6 Pagesconcentration or work camps to be eventually killed off or worked till they are almost dead. People called it the holocaust, and it was the genocide of the Jewish. Genocide is one of the worst things in the world today, as it injured and killed many people. It is referred to having malicious intent of destroying or hurting a specific group. The word â€Å"Genocide† is derived from the Greek word â€Å"Geno-â€Å"which is Greek for race or tribe, while the Latin word â€Å"-Cide† means killing. This word was createdRead MoreThe Denial of The Armenian Genocide Essay1442 Words   |  6 PagesArmenian genocide and the use of the term â€Å"alleged† are insults to those who have agitated over the years in highlighting the geno cide and the Armenian people themselves. The pictorial anger and anguish of this painful traumatic experience had left the survivors of this horrific event with deep scars beyond repairs. The late nineteenth and early twentieth centuries were a dark world for the Armenians who were held helpless and bound at the treacherous hand of the Muslim Turks of the Ottoman Empire in

Should Animal Testing Be Used For Medical Purposes Essay

Should animal testing be used only for medical purposes in New Zealand? By Jihad Mohd Erfino Introduction: Animal testing is one of the most controversial scientific issues debated around the world. It questions the right of wild animals to be used in commercial, cosmetics and even for medical research purposes. Although it happens in most of the world (including New Zealand) today, many question whether it should go on. Animal testing is generally the use of animals for different purposes in lab conditions. Brief history of animal testing and achievements: â€Å"Animal testing has existed since the 2nd century BCE through the work of Greek scientist Aristotle† (Animal testing- Wikipedia). He was the first one to have made experiments on live animals. The first animal testing experiments was to find out how our bodies work. For example, the discovery of blood circulation in mammals was discovered in the 12th century by Arabic scientist Ibn Al-Nafis and this was refined later in the 17th century by William Harvey. Animal testing has also played a vital role in human medical advances. It has helped developed vaccines to cure diseases such as polio which has almost been eradicated. It has also have helped humans to have a better understanding of our bodily mechanisms, function and several diseases. Some diseases that cannot be cured yet can be treated better due to animal testing discoveries. Year Medical Advancement Animal credited 1796 Smallpox vaccine developed Cow 1881Show MoreRelatedAnimal Testing Is A Controversial Issue For A Significant Time Frame Essay1321 Words   |  6 PagesAnimal testing Abstract: Animal testing also known as animal experimentation has become a controversial issue for a long time.Testing on animals has enormously increased with the advancement of research and development in medical field. Animals are used as experimental models to test the products, medicines and chemicals before they are released in to the market.However,testing on animals is a cruel act and should not be encouraged to carry experiments on animals for human benefits.As we knowRead MoreSave Animals. Say No to Animal Testing!1390 Words   |  6 PagesArgumentative essay: Save animals. Say no to animal testing! Nowadays, it is a well-known fact that many companies test their products like cosmetics and medicines with animals before production to check their products ’safety and quality. A huge amount of animals are used in research purpose every year. Is it right for human beings to sacrifice millions of animals for testing purpose? Should animal testing be banned? Animal testing is a controversial issue and there is a heated debated about prosRead MoreAnimal Rights : Where Are The Limits?1680 Words   |  7 PagesAdrianna Steele Dr. Beutel ENG 101 November 18, 2014 Animal Rights: Where Are The Limits? Do animals deserve the natural rights humans have? Animals are being kept captive in science labs to test many things. In research labs they are used to test many trivial products and they are also used in valuable medical research. Many animal right activists go as far as breaking the law as an attempt to get the point across about the wellbeing of animals in science labs instead of being civil about the mannerRead MoreAnimal Testing For The Sole Benefit Of Humans979 Words   |  4 PagesFor years, there has been a debate regarding the use of animals in medical testing for the sole benefit of humans. Many people believe that testing on nonhuman animals solve the many issues that humans face, but most of the time animals are exploited and put through painful experimental processes. The purpose of this paper is to examine the possible alternatives to animal testing and the evaluate whether there is a reduction in animals being used for experiments. The author of this paper will ex amineRead MoreThe Facts And Benefits Of Animal Testing1533 Words   |  7 PagesLife revolves around animals When thinking of animal testing the first thing that pops into our mind may be animal cruelty, and unfair treatment. We all must set aside our personal beliefs and morals and, for a brief moment, think of the logical facts and advantages animal testing provides. When thinking of rabbits, mice, dogs, cats and other animals, the last thing that comes to mind is that they save lives. Animal research allows every day, common animals to save human lives. Vaccines, over-the-counterRead MoreAnimal Experimentation, Ethics, And Ethics1703 Words   |  7 Pages Animal experimentation and Ethics -Tseten dolkar The practice of experimentation on live animals as known as vivisection is prevalent since the old roman days. In the name of Science, Animals are being mistreated, exploited and murdered worldwide. Animal are used in experimentationRead MoreThe Controversy of Testing on Animals Essay1153 Words   |  5 PagesThe Controversy of Testing on Animals Facilities that use animals for teaching, experimentations, surgery or testing purposes are known as research facilities. Currently, there are twelve animal research facilities in the state of Alabama (General Information on Animal Research). There are many different reasons why animals are used for research. Animals are used to test the products used in cosmetics, for biomedical research, for military defense and food production. Many people includingRead MoreAnimals For Medical Purposes Should Not Remain Legal1679 Words   |  7 PagesMillions of harmless, innocent animals die tragically every year because of painful medical research. Animals including mice, rabbits, monkeys, cats, and dogs undergo painful procedures and medical experiments in order to monitor the devastating effect that takes place on their bodies. As the animals wait in their cold, boring, isolated cages, they do not receive the chance to roam around or use their natural abilities. Before their soon, unavoi dable death, some animals are injected with harmful toxinsRead MoreAnimal Experimentation Should Be Banned1426 Words   |  6 Pagesjudged by the way its animals are treated.† - Mahatma Gandhi. These famous words still ring true in today’s society as we struggle to overcome the scientific experimentation on animals. Animals have acted as the archstone of human civilization since the dawn of man, from a source of food, to companionship. However, in the past century, we have been blurring the line between environmental entitlement and environmental rape. Every member of the human race interacts and depends on animals, and we owe themRead MoreAnimal Testing: A True Ethical Dilemma Essay1622 Words   |  7 Pagesis the life of a laboratory animal. Animal testing is the use of animals for scientific research purposes and experiments. It can be used for the findings of cures and medicines to testing new drugs, to understanding the behavioral psychology of the animals themse lves. â€Å"Around fifty to one hundred million vertebrate animals, ranging from fish to primates, are used in experiments each year† (Lloyd). There are many different terms used to describe the research on animals but two main ideas. In vivo

There is Greater Dread of Things Unknown Free Essays

â€Å"There is greater dread of things unknown.† Titus Livius made this statement in a time when science and religion were interrelated and conveyed as one; a time when spirituality graciously entangled itself in the sparse fissures of the body of knowledge. The two have since diverged and society and the people have had to make a choice: will science, or religion, satisfy the distinctive inquisitiveness of human beings? This is a question that haunted me even before, a question I continuously think about. We will write a custom essay sample on There is Greater Dread of Things Unknown or any similar topic only for you Order Now As time goes by, however, there’s a lot of new ideas build up and raise by different people with the intention to explain everything about the world. Presentation of different principles and ideologies is widely-spread and this causes confusion and mixed-up ideas brought by the evolution of science and the religion. If science continues to make discoveries that conflict with the Christian Doctrine will the Scientific Revolution in due course make Christianity Religion redundant? â€Å"Christianity: God and the Scientist† is a documentary series that presents different views on the history of the Christian faith, looking at its origins, social advances and raging past. Different British personality examines a religion that has particular resonance for them. Consequently, they present their own viewpoints to an interesting and inclusive debate that explores Christianity’s role in shaping the modern world. As the story begins, it presented very brief history of Christianity in which the idea that man is created in God’s image. Hence, another ideology rumbled the religious belief as Charles Darwin presented the Natural selection where actually about how human evolved, contrary to the Christian dogma. A lot of rumors was aired and misconceptions and delusions bombarded that time. In this point, it shows the counter relation of religion and the science as to the society. Scientist proves a lot of things, contradicting Christian beliefs, through different hypothetical theories and paradigms which actually stand as the basis of all. One example is the Big Bang Theory. Since many scientists disproves the word of the Christian principles it is then conclude that they are antagonist of Christian religion. Therefore, religion, in the time of Scientific Revolution during Renaissance Period, was overshadowed by the body of science. Subsequently, in some point of view, science has never been in conflict with Christianity. It actually tells us that not all the time science and religion are different from each other, hence, sometimes they supported as one another. There’re also few scientists who also believes deeply in God, just like Max Plank. According to him, â€Å"As a man who has devoted his whole life to the most clear-headed science, to the study of matter, I can tell you as a result of my research about atoms this much: There is no matter as such. All matter originates and exists only by virtue of a force which brings the particle of an atom to vibration and holds this most minute solar system of the atom together. We must assume behind this force the existence of a conscious and intelligent mind. This mind is the matrix of all matter.† Both religion and science require a belief in God. â€Å"For believers, God is in the beginning, and for physicists He is at the end of all considerations†¦ To the former He is the foundation, to the latter, the crown of the edifice of every generalized world view†. As the documentary presented all the thoughts, it is quite convincing by those viewpoints as such that there’s a lot of proofs that are being presented. It’s a great short film which discussed a lot from different perspectives that might enlightened our personal dogma. So, as a whole it’s good to be tackled in different points, but these two different points should not be compared between each other as both have different principles being offered to us. The church, especially the Catholic church, has often been proved wrong, and much of its teachings are manmade at best, adopted from pagan religions and demonic at worst. However, neither science nor any other form of knowledge has ever proved anything in Scripture wrong. Therefore, we should consider those possibilities that science and religion may overlap. If science continues to make discoveries that conflict with the Christian Doctrine will the Scientific Revolution in due course make Christianity Religion redundant? Thus, Science is science and religion are religion. There’s a lot of things that science can explain and religion cannot but there are also things that science can’t explain but spirituality can. Accordingly, it is in our own choice to where points you are going to choose to. Above all, as long as you have strong faith about your personal ideologies even there’s a lot of contradictions about your thoughts, still it’s your choice no matter what happens. How to cite There is Greater Dread of Things Unknown, Papers

Gupta Empire free essay sample

This period is called the Golden Age of India[4] and was marked by extensive inventions and discoveries in science, technology, engineering, art, dialectic, literature, logic, mathematics, astronomy, religion and philosophy that crystallized the elements of what is generally known as Hindu culture[5]. Chandragupta I, Samudragupta, and Chandragupta II were the most notable rulers of the Gupta dynasty. [6] The high points of this cultural creativity are magnificent architectures, sculptures and paintings[7].The Gupta period produced scholars such as Kalidasa, Aryabhata, Varahamihira, Vishnu Sharma, Vatsyayana and Prashastapada who made great advancements in many academic fields[8][9]. Science and political administration reached new heights during the Gupta era[10]. Strong trade ties also made the region an important cultural center and set the region up as a base that would influence nearby kingdoms and regions in Burma, Sri Lanka, Malay Archipelago and Indochina. [11] The earliest available Puranas are also thought to have been written around this period. We will write a custom essay sample on Gupta Empire or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The empire gradually declined because of many factors like the substantial loss of territory and imperial authority caused by their own erstwhile feudatories and the invasion by the Hunas from Central Asia. [12] After the collapse of the Gupta Empire in the 6th century, India was again ruled by numerous regional kingdoms. A minor line of the Gupta clan continued to rule Magadha after the disintegration of the empire. These Guptas were ultimately ousted by the Vardhana king Harsha, who established an empire in the first half of the 7th century.