A Bright Future With Genetically Modified Superfoods

A bright future with genetically modified superfoods--a world where science fiction comes to life through clones-- a world where sickness and disease have been abolished-- a time when the gender of a child can not only be determined but also it can be selected-- These descriptions explore a time and place that sound like a science fiction movie based in some kind of distant future, but it is not. The time for this miraculous and wondrous technology is now. Human ingenuity and intelligence has soared far above the levels that the human race has ever thought possible; humans are right on the threshold of these and many other genetic engineering and biotechnological advances. Regardless of the limitless possibilities, nay-sayers say the risks far outway the benefits. Critics say that these new advances are far too dangerous and too experimental; however, this tremendously beneficial form of science has the capabilities to progress far beyond thresholds of what the science community previously thought possible. Therefor, this new form of science should be funded and supported by people and the government. The first greatly beneficial yield that comes from biotechnology and genetic engineering is genetically modified foods or â€Å"GM† foods. The population of the united states and of the world is growing at an extremely rapid pace, which means the rate of food produced will have to escalate at the same or a greater rate. The only problem is that almost half of the Earth is

Stress at Adventist University of Health Sciences...

For many college students, stress comes on a day to day basis. College students worry about their studies, their part-time or full time jobs, familial responsibilities, and for several students at Bay Run and LaSalle student housing, their source of food. While many incoming college students can expect a meal plan when arriving to their chosen university, Adventist University of Health Sciences’ students are provided with apartment style dormitories, equipped with kitchens for students to prepare their own meals. This encourages students to act on their independence as adults, but with already busy schedules, many students, especially those who have yet to acquire a vehicle, are at a loss in regards to purchasing the foods essential in†¦show more content†¦45.1 percent reported that they worried they would not have enough money for food and 22.7 percent of these students reported that they sometimes went hungry due to the lack of money (Preidt, 2013). A second study executed at another university in Oregon and found that 59 percent of students reported having difficulty purchasing enough healthy food with the little money that they have. This percentage is about four times that of the United States households that reported 15 percent of Americans are lacking enough food and are in fear of going hungry. Having average to poor health, a lower grade point average, and low income were among the factors associated with food concerns among the college students and the students who reported having a job stated that their job did not eliminate food concerns. In addition to full time, nonworking students, students with a steady source of income also had difficulty managing their time between studying, work, and preparing food to maintain a balanced diet. Students who reported food concerns worked an average of 18 hours a week, some working as many as 42 hours a week, but their financial demands more than consumed the income they were recei ving (Preidt, 2013). This issue is also seen at Adventist University of Health Sciences, in Bay Run housing alone, three in five students reported having gone to school and attended class hungry more than once a week. Megan Patton-Lopez, of the Benton County Health Department inShow MoreRelatedRelationship Between Meterparadigm Theory of Nursing and Anas Definition of Nursing5001 Words   |  21 PagesDescribe the definition of nursing as put forward by the American Nurses Association. How does it address the metaparadigm theories of nursing? 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Values are caught not taught free essay sample

Several years ago, I heard someone say, â€Å"Values are caught, not taught.† At first, this sounded counterintuitive and completely wrong. Seriously, I thought, values are so important and significant in the life of any family, any organization, and to any group, how could they be left to be casually, haphazardly caught? Shouldn’t a person or group be intentional about how it teaches deeply-held values? It seemed careless to leave the communicating of values to something as nonchalant, and perhaps accidental, as allowing them to be caught. In order to catch anything, the one doing the catching must be aware that something is being thrown to them and they must be prepared to receive it. This implies that there is someone on the other end, sending the object to the one who will hopefully catch it. There has to be some sort of relationship between the two and some sort of communication between them, as well. We will write a custom essay sample on Values are caught not taught or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When it comes to values being caught, I think this is the part that I struggle with most. The ones tossing those values out for the ones to catch them have to be aware that they are doing so, which suggests intentionality. I am not always sure I like that part of this equation. When we toss values out for our children, it seems we must keep in mind that these values must be sound and well-thought out. I remember my grandmother saying one time, â€Å"Don’t do what I do, do what I say.† Even as a child, this comment seemed a little odd. If what she was doing was not right for me to do, was it right for her to do either, I wondered? And if she was doing it, what was so wrong with me doing it, too? The whole thing seemed confusing and unclear to me. Living our values so they may be caught suggests that we have a good reason for the values we have chosen, that we understand and can defend these reasons, and that we believe that these values will bring a sense of well-being and happiness, to ourselves and those we love. Again, this insinuates that we have thought through all the options of values available to us and we have chosen those we believe will help us live the best life we can. A few years ago, I taught a class to a group of adults at an insurance agency regarding our children and their choice of friends. One of the comments I made was that our children’s friends should hold similar values to our own. When the class was over, two women remained in the classroom and I sat down to visit with them. They told me they were both in the midst of transitions in their lives. They said they understood how  important values are to a family and wanted to know if I would give them a list of values most families would advocate as having the highest value. I told them I could not do that because each family has to reflect on what was most important to them as individuals, and as a family unit. From there, the families go through the difficult process of prioritizing these values, which helps them to determine what they will do, when they will do it, and with whom. I explained that this process is as energizing as it is time-consuming and that it helps a family clarify its identity. When we understand the values that are most important to us, and examine the order of importance of each one, we have created a mission, or purpose, for the life of our family and how we wish to contribute to the world. This family identity is what is caught by our children. They will catch that our family chooses not to be overly busy, so that we can spend time with a grandparent each week. They will also catch that we value exercise because they see us heading to the gym or for a walk. They will also catch that we value spending time with our friends because they will see that we have people over for dinner or to help celebrate a birthday. If we merely talked about the values we have, without enacting them, the livelihood, activity, and spontaneity of the moment would not offer the spark that helps a family enjoy life. I think the person who put forth the phrase, â€Å"Values are caught, not taught,† was right!

The Positive and Negative free essay sample

One can be an optimist, a person who has a positive outlook on life and no matter what is going on one always-thinks positive. However, a pessimist is the pole opposite of an optimist. A pessimist is a person who has a negative outlook of life and always thinks of the negative in any situation. A great example of an optimist and pessimist view is in Voltaire’s Candide, tells the story of Candide an illegitimate nephew of a German baron. He lives and grows up at a baron’s castle. His teacher Pangloss teaches him. Pangloss teaches hint that this world is â€Å"the best of all possible worlds†. Candide falls in love with the barons beautiful and young daughter named Cunegonde. One day, Cunegonde and Candide are caught kissing by the baron. The baron kicks Candide out of the castle. He joins an army and runs away. Numerous things happen to Candide’s in his adventures in the world to reunite with Cunegonde. We will write a custom essay sample on The Positive and Negative or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In Candide, the main character Candide is so native to the world. He has been sheltered and breeds to believe in Pangloss’s optimistic faith in the workings of the world. Pangloss teaches Candide the structure of the world but knows little about the world since he stays in a fairy tale life in a castle. Candide has never question Pangloss’s philosophy, he has no other chose he is innocent to the outside world. Candide is innocent in the begins of this story but towards the end he gains experience, lessons from his travels. He is stuck in a child like world but the harsh reality made him grow-up. In Candide’s travels, he meets an old scholar named Martin as he sail on a boat from Bordeaux. Martin embeds the pessimistic views as a character. He contradicts Candide’s innocence. For example, â€Å"Candide and Martin saw clearly a hundred men on the deck of the sinking ship; they all raised their hands to heaven, uttering fearful shrieks; and in a moment everything was swallowed up. -Well said Martin, that is how men treat one another. -It is true, said Candide, there’s something devilish in this business. (221) Martin lives in the outside world and knows the evils of it. He knows the evil men do to one another. Martin tries to show Candide for every good thing that happens others suffer for it. For instance, â€Å"†¦crime is punished sometimes†¦Dutch merchant has met the fate he deserved. -Yes, said Martin; but did the passengers aboard his ship have to perish too? God punished the scoundrel, and the devil drowned the others. † (221) The innocent people on the ship with the Dutch pirate that stole from Candide have to suffer his punishment for his evil deeds. Martin’s arguments appear logical and more persuasive than Candide’s version of Pangloss’s philosophy. Nevertheless, like Pangloss, Martin believes so firmly in his own view of the world that he occasionally discharges real evidence that contradicts his philosophy. Such as, â€Å"Do you believe, said Martin, that hawks have always eaten pigeons when they could get them? -Of course, said Candide. –Well said Martin, if hawks have always had the same character, why do you supposed that men have changed? Oh, said Candide, there’s a great deal of difference, because freedom of the will†¦