During thanksgiving break, I continued reading demon in the freezer. The detailed descriptions of the smallpox victims, the pustules, the scabbing, the cytokine storm, and the virus melt caused me to lose my appetite for thanksgiving dinner.
However, I was very confused on the ending. It seems that after a super-smallpox was developed, and the anthrax sample was analyzed, there was no correlation between them. They were both potentially used by terrorists but they never grew smallpox in anthrax spores, only infected many monkeys and were allowed to make a super pox, a potential vaccine that will only work immediately before exposure (in a war environment), but were not allowed to destroy the live strains of the virus.
The ending remains that human nature is not mature enough to see that world eradication is better, or more honorable than making a superpox to use against potential terrorists. The child's arm at the end represents the suffering that will stem from the superpox, all because a man in Russia was fiddling with a cure smallpox, and world leaders refused to kill the strains so that they could one day be more powerful.
It's sad to say members of the CDC, WHO, Vector, USAIRMD are not mature enough to eradicate smallpox for the good of all human beings on earth; instead, they continue testing to rival Russia, and eventually create a superpox with a 100% fatality rate and no real vaccine protection.
Tuesday, December 3, 2013
Journal 11/18 - 11/24
This week we continued Chemical Warfare, and I researched Syria's Chemical Weapons for my research draft.
The information on Sarin was incredibly helpful and clarified what I had read in other sources, which enabled me to participate a ton in class that day.
Topic Writing Assignment #4 was very pleasant work to do because it really helped me understand many if not all of the topic we've covered: reprodgenetics (Cloning, nuclear transfer); Eugenics (how GMO's will be naturally selected to breed); Transgenics (How a gene from one organism can be spliced into another); and perhaps even chemical warfare (make a purposeful allergen from a spliced gene, or a gene that would affect a country's main food source).
It was also less like a paper, but with the same (if not more!) time put into it to visualize and condense the information into a few figures.
I also began reading Demon in the Freezer, which illustrates the history of smallpox, the science behind smallpox, and the details of outbreaks and possible eradication. It begins with an anthrax attack on a citizen, then divulges into talking about smallpox, so I can only assume bio terrorists grew anthrax in a smallpox culture and are now going to kill everyone.
http://www.bt.cdc.gov/agent/smallpox/smallpox-images/smallpox3.htm
The information on Sarin was incredibly helpful and clarified what I had read in other sources, which enabled me to participate a ton in class that day.
Topic Writing Assignment #4 was very pleasant work to do because it really helped me understand many if not all of the topic we've covered: reprodgenetics (Cloning, nuclear transfer); Eugenics (how GMO's will be naturally selected to breed); Transgenics (How a gene from one organism can be spliced into another); and perhaps even chemical warfare (make a purposeful allergen from a spliced gene, or a gene that would affect a country's main food source).
It was also less like a paper, but with the same (if not more!) time put into it to visualize and condense the information into a few figures.
I also began reading Demon in the Freezer, which illustrates the history of smallpox, the science behind smallpox, and the details of outbreaks and possible eradication. It begins with an anthrax attack on a citizen, then divulges into talking about smallpox, so I can only assume bio terrorists grew anthrax in a smallpox culture and are now going to kill everyone.
http://www.bt.cdc.gov/agent/smallpox/smallpox-images/smallpox3.htm
Journal 11/11 - 11/17
This week we learned about chemical warfare. Many things surprised me in the power point, especially the fact that poison was indeed considered chemical warfare. The arguments for and against chemical warfare were sound, and although I believe it would be unfair to use incapacitating technologies, and advantages the other side wouldn't have access to, I would repremind myself by saying this is WAR, and the honor is War is long gone, in fact, I would argue there hasn't been any honor in war since the development of tools to use in war.
The powerpoint was incredibly helpful building arguments for my PRO Bio/Chem Warfare presentation, in which I took apart the con argument from the powerpoint.
There is no honor in war, therefore chemical weapons are natural progression of technological advantages used in conflict.
They may end suffering more quickly.
They may protect you.
(Pepper spray is also a chemical weapon).
http://www.damonfinch.com/id104.html
The powerpoint was incredibly helpful building arguments for my PRO Bio/Chem Warfare presentation, in which I took apart the con argument from the powerpoint.
There is no honor in war, therefore chemical weapons are natural progression of technological advantages used in conflict.
They may end suffering more quickly.
They may protect you.
(Pepper spray is also a chemical weapon).
http://www.damonfinch.com/id104.html
Journal 11/4 - 11/10
This week the class watched "Harvest of Fear", a nova special on GMO's and GMF's. I believe that the Green Liberation Front is at fault, that they could have initiated a sit-in at the University instead of blowing it up, that is the difference between non-violent resistance and terrorism. Sit-in's, or occupying a place, does not instill fear like setting fire to a building.
A few students were outraged by the portrayal of Africa needing the innovations of GMF's, oversimplifying the problems of a third world country as "not having enough food" and "too much poverty" instead of the true disaster of the equal production, distribution, and transportation of the food supply. Although I agree the problem is oversimplified, Monsanto graciously agreed to sponsor the program without making an ounce of profit, only PR gain. Therefore, I believe that third world countries, or any country, should take advantage of the GMF's they're offered, simply because it could protect better against pests, and they have seeds provided. The farmers do not necessairily need to be educated to plant or harvest their crops any differently, so the GMF's could significantly increase a farmer's yield, and thus his wealth, and his countries wealth, without the implementation of western ideals, western occupation, or foreign aid. Simple seeds should be seen as what they are, a potential for natural growth, not pity, doubt, or oversimplification.
Yams
http://thechalkboardmag.com/superfood-spotlight-yams
A few students were outraged by the portrayal of Africa needing the innovations of GMF's, oversimplifying the problems of a third world country as "not having enough food" and "too much poverty" instead of the true disaster of the equal production, distribution, and transportation of the food supply. Although I agree the problem is oversimplified, Monsanto graciously agreed to sponsor the program without making an ounce of profit, only PR gain. Therefore, I believe that third world countries, or any country, should take advantage of the GMF's they're offered, simply because it could protect better against pests, and they have seeds provided. The farmers do not necessairily need to be educated to plant or harvest their crops any differently, so the GMF's could significantly increase a farmer's yield, and thus his wealth, and his countries wealth, without the implementation of western ideals, western occupation, or foreign aid. Simple seeds should be seen as what they are, a potential for natural growth, not pity, doubt, or oversimplification.
Yams
http://thechalkboardmag.com/superfood-spotlight-yams
Monday, December 2, 2013
Journal 10/28 - 11/3
This week we learned about a PCR reaction, or polymerase chain reaction, in which a gene (made of DNA) is injected and amplified, that is, billions of copies are made of the single gene. It can then be inserted into a bacterial plasmid, a holding vessel, until it is to be used to genetically modify an organism, or used in medical applications to test if an organism contains the gene, as we tested for the presence of the Bt gene, a delta endotoxin.
First, the DNA of the desired (extracted) gene is added to an extraction mix, and incubated at 95 degrees Celsius, in which the DNA is denatured, that is, the double helix stricture is broken apart into 2 free-floating strands, releasing the DNA into the liquid.
Next, we add dilution mix, and pipet our sample up and down repeatedly to create a homogeneous solution, with an equal concentration of solute throughout.
Then centrifuge your sample for 2 minutes, separating the DNA, promoters, primers, and liquid within the sample. Mix with red PCR mix, which may contain the appropriate promoters and DNA polymerase.
Place into the PCR machine, which hats up (denaturing) and cools down (annealing) the DNA, to amplify it, or produce many copies that can be studied.
The sample is then put left to sit at room temperature, in which the DNA is annealed, or brought back together through primers that create complementary strands, by base pairing with the promoter to create a complementary DNA template. At this point, only promoters and primers have bonded to the DNA
The sample is the extended, when DNA polymerase extends from the primer to form a new DNA strand, complementary to the free-floating strands of DNA. These strands can bond, and the process begins again, creating new strands.
https://www.neb.com/~/media/NebUs/Page%20Images/Applications/DNA%20Amplification%20and%20PCR/pcr.jpg
First, the DNA of the desired (extracted) gene is added to an extraction mix, and incubated at 95 degrees Celsius, in which the DNA is denatured, that is, the double helix stricture is broken apart into 2 free-floating strands, releasing the DNA into the liquid.
Next, we add dilution mix, and pipet our sample up and down repeatedly to create a homogeneous solution, with an equal concentration of solute throughout.
Then centrifuge your sample for 2 minutes, separating the DNA, promoters, primers, and liquid within the sample. Mix with red PCR mix, which may contain the appropriate promoters and DNA polymerase.
Place into the PCR machine, which hats up (denaturing) and cools down (annealing) the DNA, to amplify it, or produce many copies that can be studied.
The sample is then put left to sit at room temperature, in which the DNA is annealed, or brought back together through primers that create complementary strands, by base pairing with the promoter to create a complementary DNA template. At this point, only promoters and primers have bonded to the DNA
The sample is the extended, when DNA polymerase extends from the primer to form a new DNA strand, complementary to the free-floating strands of DNA. These strands can bond, and the process begins again, creating new strands.
https://www.neb.com/~/media/NebUs/Page%20Images/Applications/DNA%20Amplification%20and%20PCR/pcr.jpg
Journal 10/21 - 10/27
We began transgenics this week, reading and synthesizing information from several articles on GMO's, or Genetically Modified Organisms, mostly crops.
GMO's splice naturally occurring genes from other organisms into plants so that they express a gene similar to a pesticide or herbicide that would have to be sprayed on them. However, the genes selected to splice into the crops often have unintended consequences.
Examples of GMO's include Bt corn, which kills caterpillars that became monarch butterflies; bio luminescent cats; goats modified to lactate spider-silk protein; golden rice enriched with vitamin A to prevent blindness in 3rd world countries; and bacteria growing insulin for diabetes patients.
GMO's splice naturally occurring genes from other organisms into plants so that they express a gene similar to a pesticide or herbicide that would have to be sprayed on them. However, the genes selected to splice into the crops often have unintended consequences.
Examples of GMO's include Bt corn, which kills caterpillars that became monarch butterflies; bio luminescent cats; goats modified to lactate spider-silk protein; golden rice enriched with vitamin A to prevent blindness in 3rd world countries; and bacteria growing insulin for diabetes patients.
Does a disorder change an individual's ability to contribute to society?
Do severe physical or mental and physical disorders (severe based on their ability to lower IQ or kill quickly), such as Duchenne's Muscular Distrophy,Cystic Fibrosis, or Down Syndrome, mean they cannot contribute to society as much as those with lesser disorders (non-lethal, doesn't affect IQ), such as Austism, ADHD, Asperegers, or being confined to a wheelchair?
Boy with Muscular Distrophy
http://blog.easystand.com/wp-content/uploads/2011/09/Donovan-Carlson-22.jpg
Girl with Cystic Fibrosis
http://livemedical.net/70-essential-facts-about-cystic-fibrosis/
vs.
Albert Einstein (Thought to have Aspeger's or Autism)
http://en.wikipedia.org/wiki/Albert_Einstein
Stephen Hawking (invaluable to physics, astrophysics)
http://en.wikipedia.org/wiki/Albert_Einstein
Boy with Muscular Distrophy
http://blog.easystand.com/wp-content/uploads/2011/09/Donovan-Carlson-22.jpg
Girl with Cystic Fibrosis
http://livemedical.net/70-essential-facts-about-cystic-fibrosis/
vs.
Albert Einstein (Thought to have Aspeger's or Autism)
http://en.wikipedia.org/wiki/Albert_Einstein
Stephen Hawking (invaluable to physics, astrophysics)
http://en.wikipedia.org/wiki/Albert_Einstein
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