Genetic Modification: Methodology, Ethics and Importance

Genetic Modification: Methodology, Ethics and Importance Genetic modification: methodology, ethicality and importance of understanding Sarah Bernadette Dacanay Word Count (excluding references): 1418 words Introduction The 21st century is a time where science is progressing at rapid speed with the development of new methods used to improve the livelihood of human life. Such methods include the controversial genetic modification of organisms and products, in order to produce effective vaccines, food sources, etc. (Glenn, 2013). Australia like many nations genetically modifies some of its food and plants (i.e. cows, chicken, wheat, cotton, etc.) (Office of the Gene Technology Regulator, 2014) and before being accessible to the public, are heavily regulated by the Gene Technology Regulator (GTR). Furthermore, scientists and organizations such CSIRO (CSIRO, 2010) are constantly finding means to improve the efficiency of the methods and its ethicality. As such, scientific evidence regarding genetic modification is constantly being updated. Genetic modification can potentially offer tremendous benefits, but as it is still relatively new, there are many uncertainties regarding its methods and ethicality. Thus, much of the public is still unsure on where they stand. The need for current and credible information about this field is undeniably important for the public, in order to gain a better understanding about its advantages and disadvantages. And once this knowledge is gained, they can make a sound decision on where they want to stand with the progression of this field of research. Source 1: eBook file Source/Author The eBook file, National Framework of Ethical Principles in Gene Technology 2012 Outlines the ‘†¦ethical principles and values relevant to†¦ gene technology†¦Ã¢â‚¬â„¢ and ‘aims to promote well-informed ethical decision making†¦Ã¢â‚¬â„¢ (Gene Technology Ethics and Community Consultative Committee, 2012). The research into the guidelines outlined in the book has been done by the Gene Technology Ethics and Community Consultative Committee (GTECCC) under the guidance and watch of the Office of the Gene Technology Regulator (OGTR). The GTECCC provides advice on the request of the Gene Technology Regulator (GTR), or the Gene Technology Ministerial Council (GTMC) regarding ethical issues and policy principles with relation to genetically modified organisms (GMOs) and products (GM). The 11 appointments for the committee are done by the Hon Catherine King, Parliamentary Secretary for Health and Ageing after consulting the GTR, State/Territory Ministers and organizations relating to science, consumers, heath, environmental and industry (Office of the Gene Technology Regulator, n.d.). The members chosen to be part of this committee are experts who range from community consultation, ethics, genetic research and risk communication just to name a few. For example, Donald Chalmers, the Chair of the GTECCC, is a Distinguished Professor at the University of Tasmania and is the Director of the Centre for Law and Genetics; and Ms Corrinna Lange, another member, has a wealth of knowledge regarding science communication through her various roles within public and private sector organizations. (Office of the Gene Technology Regulator, 2012). The fear of bias by the authors while constructing the framework due to conflict of interests, is easily solved as members are ‘†¦subject to strict disclosure of interest provisions†¦contained in the Gene Technology Regulations 2001†¦Ã¢â‚¬â„¢ in which, it is stated that ‘Before the Minister appoints a person as an expert advisory†¦must obtain†¦a declaration setting out all direct or indirect interests†¦Ã¢â‚¬â„¢ (Expert Advisers – disclosure of interests, 2001). The compiled research is also subject to act in accordance to the Gene Technology Act 2000 (Cwth) in which s.3 states that â€Å"the object of this Act is to protect the health and safety of people†¦protects the environment by identifying risks posed by or as a result of gene technology†¦Ã¢â‚¬â„¢. As such, the information provided by the GTECCC in their eBook publication stating the framework for ethics and decision making regarding genetic research and modification i s highly credible. Publisher The Australian Commonwealth Government is a non-partisan institute regarding genetic modification and is undoubtedly established as being credible and well-respected. The credibility of a book lies not only with the author but, also with the publisher; the organization/institute who funds or supports the research of the author/s. The organization/institute and authors are therefore responsible for the information being published. In this case, the funding and support of this eBook, the National Framework of Ethical Principles in Gene Technology 2012 (Gene Technology Ethics and Community Consultative Committee, 2012) research came from the Australian Commonwealth Government. As the information published inside therefore not only reflects the views and opinions of the author, but is also considered as credible information by the Australian Commonwealth Government. Therefore, as the Australian Commonwealth Government is a credible publisher, the eBooks’ (Gene Technology Ethics an d Community Consultative Committee, 2012) credibility is also reinforced. Source 2: Journal Article Peer-Review Process Peer-review is a commonly used process during the editing phase of scientific journals to distinguish what articles sent to be published in the journal are credible, relevant and publish worthy. The process requires the article to be sent and scrutinised by experts in the same field who are considered as ‘peer-reviewers’. They asses the ‘validity, significance and originality’ (Sense About Science, 2005) and ultimately act as ‘an error detection system’ (Science Media Centre, 2003). In order to asses these criterions, the results and experiments are re-tested by these peer-reviewers to ensure that the findings are accurate. A decision is then made on whether the article should be published or rejected. If the decision is for the article to be published, it will either be sent back to the author/s for the final review or sometimes, may go straight into publishing after gaining the approval of the Chief Editor (Understanding Science, 2014). My chosen journal article (Macdonald et al., 2012) was initially handed into the National Academy of Sciences (NAS) on December 4, 2011 for review before being published in their online journal. One of the many peer-reviewers assigned to the article was R. Michael Roberts, University of Missouri, Columbia. Dr Roberts’ is a member of the National Academy of Science and his research areas include ‘utilizing human embryonic stem cells (hESC)†¦Ã¢â‚¬â„¢ and ‘induced pluripotent stem cells (iPSC)†¦ by reprogramming.’ (Department of Biochemistry University of Missouri, n.d.). The knowledge he holds in the field therefore, indicates his sound ability as a reviewer for the article, proving him capable of making good judgement on whether the claims and conclusions stated are credible. Photographic Evidence Photographic evidence is an effective way to illustrate the processes and results that should be reached during an experiment. It provides the experimenter with an indication on whether the methods are accurately followed. The Materials and Methods section of the journal article (Macdonald et al., 2012), with its various reference images fulfils this purpose. For example, Figure 6, part B in the Materials and Methods section, indicates how the ‘cross-section of a 3 day embryo a day after the injection of GFP-expressing PGCs’ should look like (Macdonald et al., 2012). Furthermore, the results are set out in clear graphs which are annotated. This can be seen in Figure 2, part D of the Results section, which contains a graph comparing the ‘stable transfection rates of piggyBac and Tol2 transposons in PGCs.’ (Macdonald et al., 2012). The annotations also indicate that the collected and graphed data represent a minimum of four independent experiments. The clarity and in-depth expression, through photographic evidence and compiled data, leave little room for error as it indicates what outcomes should be reached by their methods. This not only makes it easy for those trialling the experiment to compare results, but it also expresses their strong belief that their research is credible. Summary The boundless amounts of information, found on the internet and at libraries regarding genetic modification, can overwhelm individuals when they first begin researching to grasp a better understanding about the field. Furthermore, as the field is constantly updating and newer efficient methodologies are being discovered, ‘new’ information can grow ‘old’ relatively fast and thus lose its credibility. The two scholarly sources, the eBook (Gene Technology Ethics and Community Consultative Committee, 2012) and the journal article, (Macdonald et al., 2012) I have chosen, are in my opinion examples of credible information. I assessed their credibility under the following criteria: source/author and publisher for the eBook; the peer-review process and photographic evidence for the journal article, and found that the criteria were fulfilled. Thus, indicating that the information from the two scholarly sources is credible. Therefore, to conclude, the information with in the two sources can be used to either grasp a better understanding about the field of genetic modification, or be used as references in university research assignment tasks. References American Psychological Association. (2013). The Rules for Federal Regulations: I. The Code of Federal Regulations. Retrieved from http://blog.apastyle.org/apastyle/2013/07/the-rules-for-federal-regulations-i-code-of-federal-regulations.html CSIRO. (2010). Gene technology. Retrieved from http://www.csiro.au/Outcomes/Food-and-Agriculture/Gene-technology.aspx Curators of the University of Missouri. (2006). Welcome to the Roberts Lab Website. Retrieved from http://robertslab.missouri.edu/ Department of Biochemistry University of Missouri. (n.d.). R. Michael Roberts. Retrieved from http://biochem.missouri.edu/faculty/faculty-members/robertsm/index.php Expert Advisers – disclosure of interests, 23 Gene Technology Regulations  §1 (2001) Gene Technology Act 2000 (Cwth) s.3 (Austl.) Glenn, L. M. (2013). Ethical Issues in Genetic Engineering and Transgenics. Retrieved from http://www.actionbioscience.org/biotechnology/glenn.html Office of the Gene Technology Regulator. (2012). GTECCC members. Retrieved from http://www.ogtr.gov.au/internet/ogtr/publishing.nsf/content/gteccc-members11-htm Office of the Gene Technology Regulator. (2014). Record of GM Product Dealings. Retrieved from http://www.ogtr.gov.au/internet/ogtr/publishing.nsf/content/gmfoodprod4-htm Office of the Gene Technology Regulator. (n.d.). Genetically Modified Product approvals. Retrieved from http://www.ogtr.gov.au/internet/ogtr/publishing.nsf/content/gmoprod-1 Office of the Gene Technology Regulator. (n.d.). The Gene Technology Ethics and Community Consultative Committee. Retrieved from http://www.ogtr.gov.au/internet/ogtr/publishing.nsf/content/gteccc-2 Science Media Centre (2003) Communicating peer review in a soundbite, p.1. Sense about Science. (2004). Peer Review AND THE ACCEPTANCE OF NEW SCIENTIFIC IDEAS. London, England: Author. Sense about Science. (2005). â€Å"I DON’T KNOW WHAT TO BELIEVE†¦Ã¢â‚¬ Making sense of science stories. London, England: Author. Sense about Science. (2009). MAKING SENSE OF GM. London, England: Author. Understanding Science University of California Museum of Paleontology. (n.d.). Scrutinizing science: Peer Review. Retrieved from: http://undsci.berkeley.edu/article/howscienceworks_16 University Library University of Illinois at Urbana-Champaign. (n.d.). Is it scholarly? Tips for critically evaluating your information resources. Retrieved from http://www.library.illinois.edu/ugl/howdoi/scholarly.html University of Western Australia Med Library. (n.d.). Vancouver citation style. Retrieved from http://guides.is.uwa.edu.au/content.php?pid=279406sid=2323728 University of Western Australia Science Library. (n.d.). APA citation style. Retrieved from http://guides.is.uwa.edu.au/apa Victoria University. (n.d.). APA REFERENCING: A Brief Guide. Retrieved from http://guides.library.vu.edu.au/content.php?pid=270421sid=2230821 References for two scholarly sources: Peer-Reviewed Journal Article (Primary Source): APA:  Macdonald, J., Taylor, L., Sherman, A., Kawakami, K., Takahashi, Y., Sang, Helen M., McGrew, Michael J. (2012). Efà ¯Ã‚ ¬Ã‚ cient genetic modià ¯Ã‚ ¬Ã‚ cation and germ-line transmission of primordial germ cells using piggyBac and Tol2 transposons.  Proceedings of the National Academy of Sciences,109(23), E1466-E1472. doi:10.1073/pnas.1118715109 Vancouver: Macdonald J, Taylor L, Sherman A, Kawakami K, Takahashi Y, Sang HM, McGrew MJ. Efà ¯Ã‚ ¬Ã‚ cient genetic modià ¯Ã‚ ¬Ã‚ cation and germ-line transmission of primordial germ cells using piggyBac and Tol2 transposons. [Internet]. Proceedings of the National Academy of Sciences. 2012. [cited 2014 March 15]; 109(23) [about 7 p.]. Available from:  http://www.pnas.org/content/early/2012/05/10/1118715109.abstract Grey Literature (PDF file): APA: Gene Technology Ethics and Community Consultative Committee. (2012).  National Framework of Ethical Principles in Gene Technology 2012  [PDF]. Retrieved from  http://www.ogtr.gov.au/internet/ogtr/publishing.nsf/Content/gtecccpapers-1/$FILE/gtecccethicalprinciples2012.pdf Vancouver: Gene Technology Ethics and Community Consultative Committee. National Framework of Ethical Principles in Gene Technology 2012 [Internet]. Commonwealth of Australia; 2012 [revised 2014 Feb 2; cited 2014 Mar 15]. Available from:  http://www.ogtr.gov.au/internet/ogtr/publishing.nsf/Content/gtecccpapers-1/$FILE/gtecccethicalprinciples2012.pdf Sarah Bernadette Dacanay

Jesus Prohibition Against Swearing and His Philosophy of Language :: Jesus Religion Language Prohibition Essays

Jesus' Prohibition Against Swearing and His Philosophy of Language In an article entitled "Oath Taking in the Community of the New Age (Matthew 5:33-37)," Don Garlington calls Jesus' prohibition against swearing an oddity and the avoidance of swearing by certain Christian sects a superficial application of the logion.[1] As a member of one such group, the Mennonites, I offer an apology rather than a rebutal. Mennonites make affirmations rather than swear oaths in order to fulfil Jesus' command often without wondering if they have fulfilled his intention. When they find rationale for their avoidance of oaths, they tend to point to swearing as an occasion for sin rather than something sinful in itself. According to the Mennonite Encyclopedia, one avoids swearing in order to avoid an inadvertant sin of error or the habit of lying when one is not under oath.[2] Both of these reasons for minding the prohibition can be extrapolated from the Matthean text, but neither explains why the act of swearing a truthful oath is from evil. In order to comprehend Jes us' intent, we need to examine Jesus' understanding of language as a human activty that is not always accompanied by mindfulness of the reality that makes it potent, possible, and meaningful. Given that modern usage of "to swear" has come to include the acts of cursing and of using colorful expletives, a definition based upon biblical usage is essential. An oath is a performative utterance; it does not describe something, it does something.[3] According to speech-act theory, an oath accomplishes a number of separate acts. First, it can either expound a view by making a statement of fact regarding past or present events or it can commit the speaker to an obligation in the future. The oath's power to expound or commit relies upon its capacity to execute a second speech-act, the act of invoking God or some divine authority as a witness or guarantor. Finally, the oath puts into place a third speech-act, a conditional curse. Zechariah illustrates the potential of the curse with the metaphor of the flying scroll that consumes the house of any one who swears falsely (Zech 5:1-4). The speech-act of cursing does not depend upon the locutionary act; whether the curse is articulated or not the deed is done.[4] If one's oath proves to be false, God is justified in enacting the curse.[5] Speech-act theorist John Austin describes how oaths can go wrong under the rubric of the doctrine of the infelicitous.

Conflict Management Plan

1. Identify the available conflict management strategies and their strengths and weaknesses.Strategy Strengths Weaknesses CollaborationMakes the team stronger while building morale. Ability to problem solve. Sharing in responsibility Not sharing same ideas Causes most popular vote Can be time consuming while coming to an agreement CompetitionForces team to think outside the box for better results Cause team members to disagree and never reach a solution AvoidanceRefocuses team to real problem Takes personal feelings out of the issue Problem still exist Team relationship becomes taintedAccommodationAllows the team to come to a resolution by giving and takingRequires some team members ideas to be put on the back burnerCompromiseAllows team to come to a solution in a timely mannerMay effect team negatively if one member feels they compromise more than others2. Which of the available conflict management strategies is most appropriate for the current situation with Clyde and Dan? Provide your rationale, including what factors you considered in making your selection. Your response should be at least 100 words.The most appropriate conflict management strategy for the current situation is collaboration. I feel if both men are brought together to discuss their issues in a non-hostile environment then the real problem will present itself. This will allow both team members to voice their opinions and a resolution can be offered up.Once the problem is in the open they can focus on how to resolve it. I made this selection because it sounds like maybe it could be a personality conflict with a lot of he said she said. The only way to resolve it is to know what the real problem is. The only way to know that is to bring the men together to talk about it.3. If the selected strategy is not successful, what is your alternate strategy? Provide your rationale for this selection. Your response should be at least 100 words.If the first strategy is not successful then the next option i s avoidance. This will force the team members to put their personal feeling toward each other aside so that they can focus on the project. Team members will not always get along. How they feel about each other can be a problem, but as long as they can put those feelings aside for the betterment of the team then they can focus on the common goal. As long each of the of participating and sharing the work load the team can be successful.4. What potential road blocks might be encountered in resolving the conflict? How would you address these? Your response should be at least 100 words.Some potential road blocks is the team members are hell bent on not working together. When every option for resolving the problem has been exhausted then there may be a need for different measures. The idea is to keep the team together and focused on the project. If the actions of these two men  lower the morale of the team and make it impossible to work together then it is my recommendation both team me mbers be replaced. The focus is the team and the project.

2.2 Describe with Examples the Importance of Recognising...

2.2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed. The sooner any issues or concerns are raised the sooner the child or young person can be monitored and help or assistance given. The following things would cause concern about a child or young persons development. If the concern was ignored or the problem was left untreated things could get worse and a delay in help or any treatment needed could mean the outcome isn’t as good as if the treatment was started earlier.†¦show more content†¦Physically as the child isn’t playing at playtime they might not be as physically active as they previously were. Responding to any concern has to be done in a professional manner meaning that you don’t talk to the parents or carer of the child without first following procedures. You would have to have an account and a note of exactly what was seen or heard or anything witnessed. You would need to state why it was a concern to you and the date and time this occurred. You would need to have kept a log and it must be true and accurate. You would approach the class teacher with your concern. If the teacher disregards it you would still need to report it as you have a responsibility to that child or young person. You would report it to the relevant person above the teacher until the concern has been reported correctly. Once reported the relevant person can help the child appropriately to solve the issue correctly hopefully getting the child back on course. If you fail to take note and report any concerns of child development the child or young person’s development could be affected in various areas. 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