ABSTRACT
This article identifies some of the important issues that underlie student-teacher conflicts regarding animal experimentation and dissection in psychology education. Understanding the reasons why students object to animal laboratories, why some teachers may refuse students access to non-animal alternatives, and why other teachers support student choice is an important first step in resolving student-teacher disputes regarding the use of animals in the psychology classroom. The article discusses why establishing an openly declared student choice policy at schools that use animals in psychology education is a reasonable thing to do and describes how a student choice policy works in practice.
Subject(s)
Animal Experimentation/ethics , Animal Use Alternatives , Faculty , Psychology, Experimental/education , Refusal to Participate/ethics , Students , Animals , Coercion , Conflict, Psychological , Dissection , Dissent and Disputes , Organizational Policy , Students/psychology , UniversitiesABSTRACT
A gas lens is used to focus a megawatt ruby laser beam on to a target to create a plasma. By using focal plane photographs and Faraday cup plasma diagnostics, the focusing ability of a gas lens is compared with an equivalent glass lens. In this experiment the gas lens compares favorably when the laser beam has a divergence of ~1 mrad.
