Saturday, May 23, 2020
Useful Japanese Verbs
There are two kinds of verbs in Japanese, (1) the be-verbs, da or desu, and (2) common verbs ending with the ~ u sound. As for the be-verbs (is, are, am), da is used for the informal present tense and desu is for the formal present tense. There is no grammatical subject-verb agreement in Japanese. Da is used for the present tense of the to be-verb (is, are, am) regardless of the person and number of the subject. For example, it is used in all of the following three situations like, I am a student (Watashi wa gakusei da), He is a student (Kare wa gakusei da) and We are students (Watashitachi wa gakusei da). Beside the be-verbs, all other verbs in Japanese end with the vowel ~ u. Japanese verbs conjugate according to the suffixes that is attached to the verb stem. Verb endings are changed to indicate past tense, negation, passive and causative mood. The rules for conjugation in Japanese verbs are simpler compared to some languages, such as English or French. The conjugation patterns are not affected by gender, a person (such as the first, second, and third person), or the number (singular and plural). Here is a list of the basic Japanese verbs and their pronunciation. I focus on the non-past tense in my list. It is the plain form that is used in informal situations. It is also the form listed in dictionaries. It is equivalent to both future and past tense in English. (there) is; be; havearuã ‚ã‚‹ be (for living things)iruã „ã‚‹ do; makesuru㠙る do; performokonauè ¡Å'ã †make; manufacturetsukuruä ½Å"ã‚‹ be possible; ready; good atdekiru㠧ã ã‚‹ beginhajimaruÃ¥ §â€¹Ã£ ¾Ã£â€šâ€¹ raise​okosuè µ ·Ã£ “ã â„¢ continuetsuzukuç ¶Å¡Ã£ repeatkurikaesuç ¹ °Ã£â€šÅ è ¿â€Ã£ â„¢ stoptomaruæ ¢Ã£ ¾Ã£â€šâ€¹ give upyameruã‚„ã‚ ã‚‹ omithabukuçÅ" ã finishowaruç µâ€šÃ£â€š ã‚‹ endsumuæ ¸Ë†Ã£â€šâ‚¬ advance; progresssusumué€ ²Ã£â€šâ‚¬ be late​okurerué …ã‚Å'ã‚‹ increasefueruÃ¥ ¢â€"㠈る decreaseheruæ ¸â€ºÃ£â€šâ€¹ be left over; have spareamaruä ½â„¢Ã£â€šâ€¹ remainnokoruæ ®â€¹Ã£â€šâ€¹ sufficetariruè ¶ ³Ã£â€šÅ ã‚‹ lack; be short ofkakeruæ ¬ ã ‘ã‚‹ crosskosuè ¶Å ã â„¢ goikuè ¡Å'ã comekuruæ ¥Ã£â€šâ€¹ go outderuå‡ ºÃ£â€šâ€¹ enterhairuå… ¥Ã£â€šâ€¹ take outdasuå‡ ºÃ£ â„¢ put inireruå… ¥Ã£â€šÅ'ã‚‹ return; come backkaeruÃ¥ ¸ °Ã£â€šâ€¹ asktazuneruã Ÿã šã ã‚‹ answerkotaeruç â€Ã£ ˆã‚‹ mentionnoberuè ¿ °Ã£ ¹Ã£â€šâ€¹ make noisesawagué ¨â€™Ã£ shinehikaru光る stand outmedatsuç› ®Ã§ «â€¹Ã£ ¤ appeararawareruç ¾Ã£â€šÅ'ã‚‹ openakeruéâ€"‹ã ‘ã‚‹ closeshimeruéâ€"‰ã‚ ã‚‹ giveageruã ‚ã ’ã‚‹ receivemorauもらã †taketoruÃ¥ â€"ã‚‹ catch​tsukamaeruæ •ã ¾Ã£ ˆã‚‹ geteruÃ¥ ¾â€"ã‚‹ loseushinauÃ¥ ¤ ±Ã£ †look forsagasuæŽ ¢Ã£ â„¢ findmitsukeruè ¦â€¹Ã£ ¤Ã£ ‘ã‚‹ pick uphirouæ‹ ¾Ã£ †throw awaysuteruæ ¨Ã£ ¦Ã£â€šâ€¹ dropochiruè ½Ã£ ¡Ã£â€šâ€¹ usetsukauä ½ ¿Ã£ †handle, treatatsukauæ‰ ±Ã£ †carryhakobué ‹ã ¶ hand overwatasuæ ¸ ¡Ã£ â„¢ deliverkubarué… ã‚‹ returnkaesuè ¿â€Ã£ â„¢ approachyoruÃ¥ ¯â€žÃ£â€šâ€¹ crosswataruæ ¸ ¡Ã£â€šâ€¹ passtooru通る hurryisoguæ€ ¥Ã£ run awaynigerué€Æ'ã ’ã‚‹ chaseouè ¿ ½Ã£ †hidekakureruéš ã‚Å'ã‚‹ lose ones waymayouè ¿ ·Ã£ †waitmatsuÃ¥ ¾â€¦Ã£ ¤ moveutsuruç § »Ã£â€šâ€¹ turn; facemukuÃ¥ ‘ã riseagaruä ¸Å ã Å'ã‚‹ go downsagaruä ¸â€¹Ã£ Å'ã‚‹ incline; leankatamukuå‚ ¾Ã£ shake; swayyureruæ ºÃ£â€šÅ'ã‚‹ fall downtaoreru倒ã‚Å'ã‚‹ hitataruÃ¥ ½â€œÃ£ Ÿã‚‹ collidebutsukaru㠶㠤ã ‹ã‚‹ separate from; leavehanarerué› ¢Ã£â€šÅ'ã‚‹ meetauä ¼Å¡Ã£ †run into; meet by chancedeauå‡ ºÃ¤ ¼Å¡Ã£ †welcomemukaeruè ¿Å½Ã£ ˆã‚‹ send offmiokuruè ¦â€¹Ã©â‚¬ ã‚‹ take with; accompanytsureteikué€ £Ã£â€šÅ'㠦è ¡Å'ã call; send foryobuå‘ ¼Ã£ ¶ pay; supply; put backosameruç ´ ã‚ ã‚‹ put; leaveokuç ½ ®Ã£ line up; queuenarabuä ¸ ¦Ã£ ¶ settle; tidy upmatomeru㠾㠨ã‚ ã‚‹ collectatsumaru集㠾ã‚‹ dividewakeru分ã ‘ã‚‹ dispersechiruæ• £Ã£â€šâ€¹ be disorderedmidareruä ¹ ±Ã£â€šÅ'ã‚‹ be rough; stormyareruè ’ã‚Å'ã‚‹ extendhirogaruÃ¥ ºÆ'ã Å'ã‚‹ spreadhiromaruÃ¥ ºÆ'㠾ã‚‹ swell; inflatefukuramu㠵ã らむ attach; turn ontsukuä »ËœÃ£ go out; put out; erasekieruæ ¶Ë†Ã£ ˆã‚‹ pile up; loadtsumuç © ã‚€ pile upkasanerué‡ ã ã‚‹ press down; suppressosaeru押㠈る place (thing) betweenhasamu㠯ã •ã‚€ stick; paste onharuè ² ¼Ã£â€šâ€¹ put togetherawaseruÃ¥ ˆã‚ 㠛る bendmagaruæ› ²Ã£ Å'ã‚‹ break; snaporu折る be torn; tearyabureruç ´Ã£â€šÅ'ã‚‹ break; destroykowareruÃ¥ £Å ã‚Å'ã‚‹ get well; correctnaoruç› ´Ã£â€šâ€¹ tiemusubuç µ ã ¶ bind; tieshibaruç ¸â€ºÃ£â€šâ€¹ wind; coilmakuÃ¥ · »Ã£ surroundkakomuå› ²Ã£â€šâ‚¬ turn; rotatemawaru回る hangkakeru掛ã ‘ã‚‹ decoratekazarué £ ¾Ã£â€šâ€¹ take out; outstripnukuæŠÅ"ã be disconnected; come offhazureru㠯ã šã‚Å'ã‚‹ become slack; loosenyurumuゆるむ leakmoreruã‚‚ã‚Å'ã‚‹ dryhosuÃ¥ ¹ ²Ã£ â„¢ be soakedhitasuæ µ ¸Ã£ â„¢ mixmajiruæ · ·Ã£ ˜ã‚‹ extend; stretchnobiruä ¼ ¸Ã£ ³Ã£â€šâ€¹ shrink; shortenchijimuç ¸ ®Ã£â€šâ‚¬ include; containfukumuÃ¥ «Ã£â€šâ‚¬ want; neediruã „ã‚‹ ask for; wantmotomeruæ ±â€šÃ£â€š ã‚‹ show; indicateshimesuç ¤ ºÃ£ â„¢ examine; investigateshiraberuè ª ¿Ã£ ¹Ã£â€šâ€¹ make suretashikameruç ¢ ºÃ£ ‹ã‚ ã‚‹ recognize; approvemitomeruè ª ã‚ ã‚‹
Tuesday, May 12, 2020
I Will Talk About My Philosophy Of Education - 1890 Words
Introduction: Henry Brooks Adams once said, â€Å"A teacher affects eternity; he can never tell where his influence stops†(NEA). In my mind, this is a very powerful line, and it hits the nail right on the head. Each individual in this country will be affected by teachers at least until they reach the age of sixteen, so it is important for teachers to shape our future generations. In this paper, I will first discuss what the purpose of education is, and why it is so important in this world. Then, I will talk about what my philosophy of education is, as well as some sources to explain it. Next, I will talk about what motivated me to become a teacher, which was a turning point in my life. Finally, I will talk about the vision of CIA in education,†¦show more content†¦Education not only affects families, cities, or states, but its affects the whole universe. Philosophy: My philosophy of education is progressivism or also known as pragmatism. Progressivism can be known as an educational philosophy that stresses active learning through problem solving, projects, and hands-on experiences (Koch, 2014). This view on education was coined by John Dewey. He believed students should not only be learning content in school, but they should also be learning it through a hands-on process and their interests must be the driving force behind their classroom projects and experiences (Koch, 2014). This approach prepares students for their futures by teaching them responsibility for everyday life and how to be problem solvers. Dewey agrees that creating well-rounded individuals is important, but in his mind, we should use peoples’ differences to their own advantage (Ilica, 2017). Educators should focus on each students’ strengths and push them in the direction of what they love to do, instead of teaching them concepts they are not interested in. The ideas of progressivism in my mind are essential to produce effective, successful people in today’s society. Life is going to throw curveballs at everyone, but the most important part is how individuals react to those curve balls. Progressivism’s idea of teaching problem solving prepares individuals for the various â€Å"curve balls†in life. Also, progressivism teaches students what they are good at and, moreShow MoreRelatedMy Philosophy of Education Essay1723 Words  | 7 Pages I believe that when students are comfortable, whether it be with a teacher or just a setting, they will learn much more quickly. Therefore, I think that it is extremely important to create an environment that is safe and comfortable for the students. Because of the â€Å"laid back†atmosphere, I think that my model for discipline would fall under the umbrella of constructivism. The reason is that I believe that students need to be able to learn in a way that relates to their lives in the presentRead MoreEssay on Teaching Philosophy Statement1058 Words  | 5 PagesTeaching Philosophy Statement Do you have a philosophy on education? I do. What I want to discuss is my personal view of education. I’m going to talk about the nature of students. I am going to talk about the nature of knowledge and whether or not it is absolute or relative. The purpose of education, the method, and the curriculum will be discussed also. We are going to look at some of my philosophical views on education and my professional development plans. When I am throughRead MoreLeadership Philosophy : Leadership And Coaching Philosophy1621 Words  | 7 PagesLeadership Coaching Philosophy If we want to study and explain a leadership and coaching philosophy. We have to know really well what a philosophy means. Philosophy is a theory or attitude held by a person or organization that acts as a guiding principle for behavior. Philosophy is defined as the rational investigation of the truths and principles of being, knowledge, or conduct (Mertz, 2014). Furthermore we need to know about what being a leader means. Leadership is having a vision, sharing thatRead MoreMy Philosophy Of Higher Education1118 Words  | 5 PagesHigher education is a daunting challenge that everyone goes through. It’s the type of challenge that can lift your spirits, but at the same time it can bring you down. When I think of higher education I think of one word: stress. Where does philosophy fit in? First off, what does philosophy mean? Philosophy can mean many things to different people. It can be a belief. It can be an attitude. It can be whatever you want it to be. For me a philosophy and higher education go hand in hand. I’m very committedRead More My Philosophy of Education Essay1168 Words  | 5 PagesMy philosophy of Education The word philosophy is described in the dictionary as the search for human life. There are many different aspects of philosophy: ethics and logic are the main two along with aesthetics, epistemology, and metaphysics. I shall be discussing two of the five in my paper. As a professional educator, I have many different views that I will use for my long term goals and in my teaching profession. The first area of discussion is the nature of theRead MorePhilosophy : The Philosophical Study Of Human Values, Epistemology, And Metaphysics1069 Words  | 5 PagesBefore taking this class, I thought that philosophy was strictly the study of space and abstract ideas that I never really gave any attention to. Now at the end of the semester I can say that not only have I realized how wrong my original opinion of philosophy was, but I also learned that the more philosophy I can study, the better I will be able to make decisions in my life. Philosophy can be broken down into three branches: Axiology, Epistemology, and Metaphysics. These branches each have theirRead MoreMy Philosophy of Early Childhood Education Essay1427 Words  | 6 PagesMy philosophy of Early childhood education is based on research that indicates that a child’s growth is developmental. Every child is unique in terms of life experiences, developmental readiness, and cultural heritage. A hig h quality early childhood program that provides a safe and nurturing environment, which promotes physical, social, emotional, language and cognitive development will ensure a positive continuation of the child’s education process In my philosophy I will talk about the goalsRead MoreTeaching Education For Students Of All Ages, Genders, Ethnicities, And Differences987 Words  | 4 PagesI believe that there are many different techniques and strategies to connect with students of all ages, genders, ethnicities, and differences in learning. Educational philosophies are the foundation of education and how it influences students learning in classrooms. All teachers have their own belief on how education should be taught, I will express my thoughts to how I will provide education to my students. The purpose of education, three to four educational philosophies I plan to use, and why teachingRead MoreI Loved Learning About Locke And His Philosophy747 Words  | 3 PagesI loved learning about Locke and his philosophy’s because he mainly focused on the child’s character. He focused on who the child was becoming as a person rather than focusing on what the child was doing. Locke’s educational p hilosophy had six main points, first of them being Self-Control. He taught about how we need to focus on the child’s physical health, and how to be firm with them if we want them to acquire self -discipline (Crane pg 9). The second point is, Best Rewards and Punishments whichRead MoreMy Most Valued Learning Experiences977 Words  | 4 Pages My most valued learning experiences have been with the discussions of each module; I learned so much from my fellow students about their views and beliefs. It was a very wonderful experience reading about what they think and then replying to them, as well as, the replies I received from my fellow students about my statements. My fellow students beliefs were very interesting and understandable, and if we disagreed with a viewpoint they were not rude but instead very courteous. Instead, they
Wednesday, May 6, 2020
Goal Line Technology in Soccer Free Essays
A global audience of 3. 2 billion people – about 46. 4% of the world population – watched the World Cup tournament of 2010, according to FIFA, the world governing body of soccer. We will write a custom essay sample on Goal Line Technology in Soccer or any similar topic only for you Order Now The final between Spain and The Netherlands alone had an audience of approximately 530 million. There is little debate about which sport is more played and watched more than any other. It unites and divides cities and countries. It sparks debate and controversy, which is discussed within families, with co-workers, and even between heads of state. At present, the most pressing issue facing the sport is whether to introduce goal line technology, computerized technology to definitely determine the scoring of a goal. This is not a new problem. According to the rules of the game, a goal should be awarded when the whole ball crosses the goal line. However, there have been many high profile cases when the officials have made the wrong decision and awarded a goal – or failed to award a goal. In such a low scoring game as soccer, where teams typically score one to two goals per game, it can mean the difference between winning and losing a game. During an important tournament, it can mean winning or losing the biggest prize of them all: the World Cup. For example, in the 1966 World Cup final between a very closely matched England and West Germany sides, the game went into thirty minutes of extra time with the scores level after the normal ninety minute period. Then Alan Ball crossed the ball to England’s main striker, Geoff Hurst, who controlled and ball and shot towards the goal. The ball beat the German goalkeeper and crashed on the underside of the bar, sending it crashing down towards the goal line. Tofik Bakhramov, the watching Russian linesman (actually a common misconception, as he was actually from the then Soviet state of Azerbaijan) indicated to the referee it was a goal, believing that the whole ball had crossed the white line. The goal was given and it changed the match. England went on to win the game and seal the country’s greatest ever sporting triumph. However, based on the TV footage and photographs of the incident, the common unbiased conception is that it bounced on the line and therefore the goal should not have been awarded. For years now the technology to judge whether the whole ball has crossed the goal line has existed. There are two well known systems: Sony’s Hawk-Eye and the German alternative, GoalRef. Hawk-Eye is well known to cricket and tennis fans and has been used to great success in both sports, accurately showing where the ball landed in tennis, and predicting the flight of the ball in cricket. In soccer it could judge whether the ball crossed the goal line with a high level of accuracy. The second option – Goalref – places sensors inside the ball and goalposts, which categorically determine the exact location of the ball when near the goal. So why hasn’t the world’s most populous sport embraced technology? Surely this technology would improve the game and make it fair for everyone? Well, it isn’t as simple as it appears. In fact FIFA have found itself in a quagmire. If they introduce technology now at this late stage in 2012 they will be seen as being slow to react to important problems; resist technology and they will only exacerbate the problem in the future. The game’s hierarchy has, until recently, been largely against the introduction of technology. FIFA spends hundreds of millions of dollars worldwide investing in the game at grass roots level, determined to ensure football keeps its universal appeal by being played by all people on a level playing field. In short, FIFA wants a group of children playing on the beach in Brazil to essentially be playing the same game as Barcelona versus Real Madrid in the Champions League Final. Moreover, the governing body fears the introduction of technology will lead to a ‘slippery slope’ whereby technology will be used in many aspects of the game, drastically changing the flow of the game. Michel Platini, head of the very influential European governing body UEFA, is one such example of the resistance of technology. Platini says, â€Å"we will see. As for technology, I don’t think it’s good for football. Maybe goal line technology, but that would be the first step towards the introduction of technology in all areas of the game. I’m still very much against it and, to be honest, I’m not going to change my mind at the age of 57. †Instead, Platini has implemented a new system whereby five referees are used instead of the standard three officials. This, he argues, has eradicated the problem of ‘ghost goals’ citing Marko Devic’s ‘goal’ for Ukraine in the 2012 European Championships as being ‘the only error’ in the last three years. Like most soccer fans, I love debating the game with family, friends and co-workers. I thrive on the controversy. When England midfielder Frank Lampard ‘scored’ for England against Germany in the 2010 World Cup (the ball was clearly over the line but the spin of it made it bounce back out of the goal and the game played on) I was on my feet shouting at the referee for not giving the clear goal. Equally, when the aforementioned Ukrainian striker Marko Devic’s shot clearly went over the goal line and neither the referee nor linemen saw it, I was smiling to myself thanking our good fortunate. In both cases it would have probably changed the match – and the tournament. After the match endless experts and pundits argued the issue. Essentially the controversy had inadvertently created an even greater spectacle. As much as I love the debates, I think it is now time to move forward. There is too much money involved and the reputation and credibility of the game is at stake. I believe FIFA have an obligation and responsibility to introduce goal line technology – and the sooner the better. It should proceed with caution though. The ball crossing the line is definitive. In essence, the whole ball either completely crossed the white line or it didn’t. It isn’t open to interpretation like, say, whether a player has committed a foul. It is my belief that FIFA, while embracing this technology, should oppose further technological advances in the game, especially when it comes to subjective decisions. Football is a fast-paced game and breaks in the continuity would drastically change the game for the worse. Goal line technology has been proven to work quickly and effectively ensuring it will have minimal negative effect. In conclusion, I acknowledge the problem of whether to introduce goal line technology is a divisive issue. I can see the argument from both sides. However, I do not agree with the current policy of stalling on the issue and delaying technological change or the over-complicated idea of bringing in more assistant referees, as suggested by Michel Platini. Instead, it is my belief that it is time for FIFA to embrace change and bring goal line technology into the â€Å"beautiful game. †How to cite Goal Line Technology in Soccer, Essay examples
Sunday, May 3, 2020
Pro Animal Testing Essay Example For Students
Pro Animal Testing Essay This theme song to a popular cartoon is a farce dealing with experiments carried out on animals. In the cartoon one mouse is made very smart and wants to take over the world while the other is clearly not as smart. While the cartoon makes jokes, the reality is that mice and other animals re being used for medical tests every day. For some people this testing brings up ethical questions. One of the biggest questions: is it really necessary to take the lives of animals in the name of science and for the betterment of humanity? For animal rights activists, like People for the Ethical Treatment of Animals (PETA), the answer is no. PETA pressures labs into halting experiments because they believe that animals are not to be used by humans for food, clothing, entertainment, or to experiment on (People for the Ethical Treatment of Animals 1). Its stance is that any testing is painful, inhumane, and unnecessary when alternatives are available. The PETA website says that animals, like humans, have interests that cannot be sacrificed or traded away simply because it might benefit others. (People for the Ethical Treatment of Animals 2-3). Essentially, PETA is of the opinion that animals and humans should have identical rights. In their press releases PETA puts out pictures of rabbits with open flesh wounds and dogs with rashes on their skinsall in an attempt to disgust people into sympathy for their cause. In actuality the number of lab animals used has been cut in half in the last 25 years (James-Enger 254). Of the animals used, 90 percent are rats and mice (James-Enger 1). Moreover, 11 million animals die each year in animal shelters (Americans for Medical Progress 2) and an astounding 95 percent of the animals that die in America do so from human consumption (James-Enger 254). The reason that animal testing is appropriate is that there are regulations in place to minimize testing and pain, the alternatives are insufficient for now, and most importantly the information obtained from experimentation is irreplaceable. While animal rights groups such as PETA advocate abolishing all animal testing that inflicts pain on animals, proponents of testing cite laws and regulations which minimize pain and discomfort. PETAs position is based on the belief that humans are not superior to animals (People for the Ethical Treatment of Animals). The vice president of the Humans Society of the United States (HSUS), an animal rights group that is nearly as extreme as PETA, has been quoted as saying the life of an ant and that of my child should be granted equal consideration (Americans for Medical Progress 2). If, as PETA and HSUS say, animal and human life is equal, then putting an animal through any pain is immoral. However, there are laws in place to minimize discomfort and inhumane treatment. The laws limit the amount of distress and pain an animal is subjected to. The United States Department of Agriculture (USDA), the body that governs animal testing, must approve all tests (United States Department of Agriculture 2). The USDA must also authorize the numbers and types of animals experimented on (United States Department of Agriculture 2). Tests can no longer be performed if conclusive data is already available. In 1991 it was discovered that Procter and Gamble had performed experiments on 300 guinea pigs when the data the tests was to obtain was already available (Animal Testing by the Cosmetic Industry 2). This is just one of the situations that newer animal testing legislation would have prevented or at least deterred. A fifty-point criterion for assessing pain is in place (United States Department of Agriculture 3). These points include everything from vocalization of pain to apparent depression. If there is no clear criteria then it is assumed that procedures that cause pain in humans also cause pain in animals (United States Department of Agriculture 50). A Lesson Before Dying Essay Murray, M.D. said, Animal experimentation has been essential to the development of all cardiac surgery, transplantation surgery, joint replacements and all vaccinations (Americans for Medical Progress 1). The numbers to back up this claim are that over 440,000 open-heart surgeries are performed and 11,000 kidneys are transplanted every year, not to mention that animal experimentation has made possible the salvation of 20,000 kidney dialysis patients each year (Botting 1). Also, the ability to test on animals has made possible the relatively safe and successful use of dangerous chemotherapy drugs to treat cancer (Americans for Medical Progress 1). Drugs such as this cannot be tested on humans because of their strength and potential for killing in inappropriate doses. If the proper dosage were not known, the results would be inaccurate and could be lethal. Many antibiotics and vaccines used today were developed and tested through animal research, as were insulin to control diabetes and nearly all modern anesthetics (Botting 1). It is hard to imagine life without some of these lifesaving drugs, or even the ones that do not save lives, just make life a little more bearable. It is likewise significant to note that animal testing has benefited animals as well. When a pet owner takes his or her animal to the veterinarian to receive shots, chances are that those shots are available because of animal experimentation. Heartworm, feline leukemia, rabies, anthrax, and tetanus are all preventable because of animal testing. PETA and HSUS are honorable institutions with admirable goals, but they are over idealistic and overzealous. That fact can best be described by the following quote: Animal rights activists blocked for two years research aimed at stopping transmission of HIV from mother to child. That research ultimately demonstrated how AZT can prevent babies from getting AIDS (Americans for Medical Progress). Sometimes the good of the many outweighs the good of the few. This does not mean that animal testing should go unchecked. Suffering is kept to a minimum by legislation and advancements in testing alternatives. As these alternatives progress, the number of live animals needed for testing will gradually decrease and eventually the need for them will hopefully be eliminated. But in the meantime, animal testing is too important to stop. The benefits waiting to be had are too important and any possible drawbacks are too insignificant to allow a halt in animal research. BibliographyBibliographyAnimal Testing by the Cosmetic Industry. (20 March 1999). Animal Research Saves Human and Animal Lives. Americans for Medical Progress. (20 March 1999). Animal Research Holds the Key to Saving Human Lives. Americans for Medical Progress. (20 March 1999). Ball, Matt and Anne Green, and Jack Norris. Veganism as the Path to Animal Liberation. The Animals Agenda Sep/Oct 1998: 44-45. Botting, Jack H. and Adrian R. Morrison. Animal Research is Vital to Medicine. Scientific American. 187 February 1997: 83-85. D. E. Skin Stand-Ins. Scientific American. September 1990: 168. James-Enger, Kelly. Beyond Animal Testing. Vegetarian Times. October 1998: 254. People for the Ethical Treatment of Animals. (20 March 1999). 21 Things You May Not Know About the Animal Rights Movement. Americans for Medical Progress. (20 March 1999). U.S. Department of Agriculture: Animal and Plant Health Inspection Service. Animal Welfare Report Fiscal Year 1997.
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