Of note is that “Refusal “can be an action plan to enhance the Three Rs principles, resulting in replacing some of in-vivo experiments with in-vitro tests while referring to other alternative methods. It can be accepted that refusal or rejection might result from the meticulous application of replacement or refinement during the early protocol review of the IACUC. proposes “Refusal” as another R, for the IACUC to reject the protocol when knowledge gain is unjustified at the cost of harm to animals which cannot be clarified well. However, many of the proposals without external fund submitted to the IACUC should be evaluated cautiously from the aspect of animal well-being and scientific gain. Even though animal experiments are performed by replacing animals with computer models, tissue or cell cultures while reducing the number of animals for the valuable knowledge by less harmful practices, it is true that the public watch the animal experiments seriously and the researches which do not comply with international rules and guidelines are not accepted as well. In addition to ethics, the experimental protocol review is conducted from the viewpoint of the scientific benefit versus cost of laboratory resources.Īfter the Three Rs of Russel and Birch in 1959 were introduced, replacement has been considered prior to reduction with refinement being considered last. Principles of animal testing basically considers both the welfare of humanity and the dignity of animal life. Similar to the Ethics Committee deliberating experimental medical treatments such as organ transplant in human hospitals, the Institutional Animal Care and Use Committee (IACUC) is established to review studies on laboratory animals. However, ethics is acknowledged as a principle that becomes the norm of actual morality. What’s even better, is when what’s learned is combined with other learnings, to experience something bigger-something outstanding.Ethics is defined as ‘a branch of philosophy that involves systematizing, defending, and recommending concepts of right and wrong behavior’. Unlike most programs, where it seems students often learn something just to get tested on it, Scouting can provide opportunities to learn something and then have fun with it. Eventually, each building block will be combined with others, contributing to that larger experience that is especially memorable and rewarding. To recap the sequential approach to programming: after presenting information, a skill, or a technique, (building blocks), whatever’s been presented will be brought to life in a fun and/or challenging way. During their outing, the Scouts will necessarily have to rely upon the skills they learned to construct their Chippewa Kitchen, and then enjoy what they built as they cook up and devour their outdoor feasts. For a fourth meeting, leading up to the outing, during a period of group instruction, the Chippewa Kitchen video can be projected, and during patrol meetings, various recipes can be reviewed. The troop now has all the skills required to construct a Double Tripod Chippewa Kitchen, the building of which can be scheduled for the coming outing. To put this skill into action in a fun way illustrating how it can be used, troop leaders orchestrate a Lift Seat Procession. The third meeting in this sequence includes a period of skills instruction for the floor lashing. The Scout skill challenge following this is Everyone on the Tripod, which incorporates both the tripod and square lashings. For the next meeting during a period of skills instruction, the tripod lashing is presented. Following this, the Scout skill challenge is a Ladder Building activity. Here’s an illustration: For the initial meeting in this sequence, the square lashing is presented during a period of skills instruction. In order to contribute an optimum level of fun to the meetings, the activities connected to each building block should not only reinforce the skills, but also be challenging and fun! This larger experience is a culmination of the preceding meetings with their periods of skills instruction and activities. The ultimate goal of this sequential approach is to use these building blocks to enable the Scouts to enjoy and appreciate the larger experience. This larger experience is ordinarily featured during a “main event” like an outing or special trip.ĭuring the meetings leading up to the special event, the skills and their related activities are presented in a stepwise progression and can be likened to building blocks. A sequential approach to program planning is one where gaining specific skills, and then putting them into action, pave the way towards a larger experience that is memorable and rewarding.
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