Submit in class or to Serrano mailbox in Biology Office Foster 275 by 4:30 pm Dec 5
· The portfolio should be in a loose leaf notebook or other bound format, neatly organized, and separated by assignment.
· The portfolio cover page should have the last five digits of your social security number but not your name!
· All assignments should be numbered, typed and doubled-spaced with 0.75 inch margins
· Keep a copy of the portfolio for your records
· OPTIONAL. It is STRONGLY recommended that you supplement your portfolio with other notes, web sites, thoughts, news clippings etc you may have assembled as part of the class assignments. This will be a valuable resource for YOU. I would enjoy seeing this if you wish to submit it for me to review. The supplement should be included as a separate appendix at the end of your portfolio.
GROUP A ABSOLUTELY MUST BE FUNDED.
Top 15 % ONLY 2 RESEARCH AREAS CAN GO HERE
GROUP B MODERATE CHANCE FOR FUNDING.
Next 20 % ONLY 3 RESEARCH AREAS CAN GO HERE
GROUP C NO CHANCE FOR FUNDING.
TEN MUST GO HERE:
THE RESEARCH AREAS:
1. Research in child health and nutrition.
2. Genetic engineering of crop plants for increased productivity in areas of low water availability.
3. Research on brain-machine interfaces
4. Research on nanomaterials that will provide better defensive protection for soldiers
5. Development of genetic tests for all the genes in the human genome.
6. Research to develop alternative sources of energy
7. Alzheimers research
8. Breast cancer research
9. Diabetes research
10. Research on aging in women
11. Drug therapies to treat depression
12. Conservation research to preserve habitats and endangered species
13. Reproductive technologies to overcome infertility
14. Pain research
15. Astrobiology research to study origins of life in the universe
The URL http://www.ornl.gov/sci/techresources/Human_Genome/elsi/elsi.shtml provides perspectives about the Human Genome Project's possible impact on individuals and their families. THINK ABOUT THE FOLLOWING ELSI ISSUES AND RANK THEM 1 THROUGH 9 IN ORDER OF MOST IMPORTANT TO LEAST IMPORTANT TO YOU with 1 being the most important issue, and 9 the least important issue.
A. 5 points. Explain your ranking in 1-3 paragraphs.
B. 15 points. For your top choice. Visit the link in the ELSI suite and prepare a 4-6 paragraph summary of the key ethical and social concerns addressed by the website.
· Fairness in the use of genetic information by insurers, employers, courts, schools, adoption agencies, and the military, among others. Who should have access to personal genetic information, and how will it be used?
· Privacy and confidentiality of genetic information. Who owns and controls genetic information?
· Psychological impact and stigmatization due to an individual's genetic differences. How does personal genetic information affect an individual and society's perceptions of that individual? How does genomic information affect members of minority communities?
· Reproductive issues including adequate informed consent for complex and potentially controversial procedures, use of genetic information in reproductive decision making, and reproductive rights. Do healthcare personnel properly counsel parents about the risks and limitations of genetic technology? How reliable and useful is fetal genetic testing?What are the larger societal issues raised by new reproductive technologies?
· Clinical issues including the education of doctors and other health service providers, patients, and the general public in genetic capabilities, scientific limitations, and social risks; and implementation of standards and quality-control measures in testing procedures. How will genetic tests be evaluated and regulated for accuracy, reliability, and utility? (Currently, there is little regulation at the federal level.) How do we prepare healthcare professionals for the new genetics?How do we prepare the public to make informed choices?How do we as a society balance current scientific limitations and social risk with long-term benefits?
· Uncertainties associated with gene tests for susceptibilities and complex conditions (e.g., heart disease) linked to multiple genes and gene-environment interactions. Should testing be performed when no treatment is available? Should parents have the right to have their minor children tested for adult-onset diseases? Are genetic tests reliable and interpretable by the medical community?
· Conceptual and philosophical implications regarding human responsibility, free will vs genetic determinism, and concepts of health and disease. Do people's genes make them behave in a particular way? Can people always control their behavior? What is considered acceptable diversity? Where is the line between medical treatment and enhancement?
· Health and environmental issues concerning genetically modified foods (GM) and microbes. Are GM foods and other products safe to humans and the environment? How will these technologies affect developing nations' dependence on the West?
· Commercialization of products including property rights (patents, copyrights, and trade secrets) and accessibility of data and materials. Who owns genes and other pieces of DNA?Will patenting DNA sequences limit their limit their accessibility and development into useful products?
Many programs and websites exist
A. 9 points. Submit your paragraph summaries for the readings for Dr. Randall’s class .
B. 16 points. In 3-5 paragraphs, summarize the key points of Dr. Randall’s presentation. What ethical concerns or issues were raised by the discussion? What new insights did you obtain from this session?
A. 16 points. In 3-5 paragraphs, summarize the key points of Dr. Harvey’s presentation. What ethical concerns or issues were raised by the presentation? What new insights did you obtain from this session?
B. 9 points. In
2-3 paragraphs, comment on the perspectives or insights you gained from browsing
the assigned international and CDC websites for the November 14 class. http://biology-web.nmsu.edu/serrano/courses/306/306_assignments.html#n14
Briefly discuss whether you do or do not believe that the