Should Xenotransplantation Be Allowed?

Should Xenotransplantation Be Allowed? Xenotransplants have a long history in modern medicine. In late 1963 and early 1964, a team from Tulane University led by Keith Reemtsma, MD, did kidney transplants from chimpanzees into six patients, and one of them survived for nine months subsequent to the transplant. By 1974, including investigational surgeries performed by Thomas Starzl, MD, of University of Pittsburgh, around 20 patients had received xenotransplants. In this essay, I will examine if xenotransplantation should be allowed. Xenotransplantation is the removal of cells, tissue or organs from one organism and then implanted into another organism (Nuffield, 1996). A xenograft is a surgical graft of tissue between different species. The most liable source of transplantable organs is currently the pig. A modern technique from molecular biology that is now used to alter a donor organ is referred as gene knockout technology. Specific genes are inactivated through this way. Hypothetically, gene knockout technique can eliminate genes for antigens or other factors that induces rejection from animal organs and tissues permanently. Scientists are trying to make the human immune system accept transplants of pig organs by genetic engineering to modify the pig. Research teams are trying to delete specific pig genes or inserting human genes to modify pig cells into a less foreign matter to the immune system by accessible laboratory techniques. The manufacture of transgenic organs is an approach to shield animal organs f rom rejection by humans without need for immunosuppression. With the aid of transgenic technology, genes that can prevent rejection are added. In transgenic modification, either all the animal cells that contain the foreign gene which is incorporated firmly into their genome expressing the protein, or only chosen cells contain these genes due to the presence of promoters that are precise for a single cell type (Levinsky, 1996). There is an increase in number of patients with organ failures but an insufficient supply of organs, creating a gap between organ supply and demand (Uncaged, 1999). Considering that this imbalance has resulted in rising waiting times and number of deaths of patients on waiting lists, xenotransplants should be allowed. (Levinsky, 1996) Other than that, researchers also have studied transplanting animal cells for therapeutic effect. Suzanne Ildstad, who is the director of Institute for Cellular Therapeutics in Louisville, Kentucky does bone-marrow transplantation research. In year 1995, she performed a baboon bone-marrow transplant into Jeff Getty, a man infected with HIV and therefore has AIDS. Bone marrow makes immune system cells. The main aim was to shield Getty from infection by replacing his collapsing immune system with a HIV-proof baboon immune system. Getty is still alive even though the baboon cells functioned for merely two weeks (Agnew, 1999). Besides that, enough animals could be reared to supply sufficient organs and tissue to surmount the current shortage of human organs and tissue for transplantation. Pigs are the considered the liable candidates because they are highly tamed, have large amount of litters, grow rapidly to maturity and their organs are the correct size. They can be bred in sterile environments, and this decreases the chances of transmission of certain pig diseases to humans. Successful xenotransplantation of genetically modified organs and tissue would eradicate the need for the careful matching of the organ or tissue with the recipient, necessary in transplants between human beings in order to lessen rejection by the immune system. This predominantly benefits people who have difficulties finding compatible organs and tissue (Nuffield, 1996). The potential benefits are obvious, but the harm that it also brings cannot be overlooked. The human immune system consists of an intricate network of defense against disease and other foreign substances. When an organ from an animal that is evolutionarily remote is introduced, the human immune system shows a violent response. In hyperacute rejection, antibodies that appear pre-primed to attack tissues of another species convene the complement cascade, a range of proteins in the blood which attacks the interior walls of the transplants blood vessels, causing organ rejection within hours or even minutes. Patients died either due to graft rejection or because of infections resulting from the use of large doses of immunosuppressive drugs (Agnew, 1999). Animal organs may come with unwanted viruses or infectious organisms. The foremost concern involves porcine endogenous retroviruses (PERVs) because they are able to infect human cells in-vitro and cannot be eliminated from the source animals genome. In the more notable research projects, three classes of infectious type C PERVs have displayed its ability of infecting human cells. PERVs can infect both pig and human cell lines. This shows that PERVs is most likely to replicate in pig transplants and human cells in immunosuppressed xenograft recipients. Scientists believe that there is an intolerable threat to public health related with xenotransplantation because of the lack of alternatives to counter risks posed by PERVs (Uncaged, 1999). Moreover, there is a possibility of initiating a human epidemic. Zoonotic infections have the potential to expand beyond the individual and into the public. The likelihood for xenogeneic infections to be transmitted through human populations poses a public health concern. Furthermore, the risk for health care workers who interacts with the xenograft recipient is higher than for the community at large (Uncaged, 1999). Finally, the use of animals as a source of xenotransplant organs will raise an ethical storm. The main concerns of bioethicists and animal-rights advocates are whether humans have the moral right to exploit animal organs to save human lives. The debate is further strengthened when we consider the suffering, exploitation and annihilation of animals (Nuffield, 1996). In conclusion, xenotransplantation can solve the shortage of organ supply, minimise the need for careful matching of the organ or tissue with the recipient and also has therapeutic effect. On the contrary, it might be potentially harmful to patients through infection or rejection. Risks for zoonotic infections that can spread to the community are high and ethical issues such as exploitation of animals would be raised. (1000 words)

Orensic Anthropology Field School Essay

Assignments: Detailed descriptions, expectations, and grading rubrics will be posted for each assignment and made available for students to download from blackboard. Late Assignment Policy: Late assignments will not be accepted. Students will receive a 0 for any assignment not turned in on time. Hard copies of assignments are due at the beginning of class on the due date (except for labs, which are due at the  end of the lab class). If you are ill and have a doctor’s note, you may email the assignment to me prior to the class in which it is due. Policies regarding religious holidays and accommodations for religious activities from Section 3.1 of the 2006-2007 Faculty Handbook: Absent for Religious Holidays: †¢ The general tenor of the University’s policy regarding accommodations for religious observances is that no student should suffer academic penalty because of the observance of their faith. For example, students may wish to be excused from classes or examinations for religious reasons on Holy Days or on the Jewish Sabbath (one-and a-half hours before sunset Friday to one-and-a-half hours after sunset on Saturday), or on Friday at 1:00 p.m. for Muslim community prayers. †¢ Students have a responsibility to alert members of the teaching staff in a timely fashion to upcoming religious observances and anticipated absences. Every effort should be made to avoid scheduling tests, examinations or other compulsory activities at these times. If compulsory activities are unavoidable, every reasonable opportunity should be given to these students to make up work that they miss, particularly in courses involving laboratory work. When the scheduling of tests or examinations cannot be avoided, students should be informed of the procedure to be followed to arrange to write at an alternate time. †¢ While the University’s policy makes no special provision for Holy Days of other faiths, the same general consideration is understood to apply: no students should be seriously disadvantaged because of their religious beliefs. Final Grades: Final grades will be calculated according to the weights listed in the Grading Scheme. There will be no make up assignments or extra credit assignments. The grades you earn on your assignments are the grades you will receive. The breakdown of percentages into letter grades, GPA, and grade definitions is viewable here: http://www.artsandscience.utoronto.ca/ofr/calendar/rules.htm#grading Student Participation Policy: Students are expected to do the required readings before attending lecture/lab. There will be no time to read the text before starting the lab. Each lab is based upon text and assigned materials. Lectures will NOT be posted online. It is the student’s responsibility to come to class and take notes. A handout listing tips on efficient note taking is linked in the recommended reading section, below. Students are encouraged to take advantage of workshops in note taking and other study skills provided by The Robert Gillespie Academic Skills centre. Student questions are encouraged during lecture and lab. Course Rationale: This course provides students with theoretical knowledge and practical skills related to searching for, documenting, and recovering human remains and associated exhibits from outdoor scenes. Crime scene protocols and the role of the forensic anthropologist during crime scene investigations are emphasized. This course encourages students to develop their critical thinking skills and focuses on a reflective learning approach to create an experience-based learning opportunity. Goals and Learning Objectives Goals: ââ€" ª Introduce students to the main techniques used in a forensic anthropological search, recovery, and analysis of human remains at outdoor scenes ââ€" ª Highlight the importance of collaboration and teamwork in forensic science ââ€" ª Show students how to incorporate the scientific method in crime scene analysis and reconstruction ââ€" ª Help students develop public speaking skills and professionalism ââ€" ª Emphasize the importance of ethics and safety in forensic anthropology and forensic science ââ€" ª Build critical thinking and reasoning skills through an iterative process as new variables are introduced Learning objectives By the end of the course: ââ€" ª Students will have the skills to volunteer as members of a search team  in cases of found human remains and missing persons presumed dead ââ€" ª Students will be able to verbally explain their rationale for adopting particular protocols ââ€" ª Students will gain knowledge and understanding of the proper methods of processing a crime scene Required Reading: Gardner, R. 2005 or 2012. Practical Crime Scene Processing and Investigation. CRC Press. Please see the class schedule for assigned readings for each lecture. Recommended Reading: How not to plagiarize: http://www.utoronto.ca/writing/plagsep.html) Writing tips and study skills (including note-taking, referencing, lecture listening, test writing): http://www.utm.utoronto.ca/asc/Students/tips.htm E-Culture Policy: Students should treat email as professional correspondence, using a formal tone and phrasing questions clearly. Email without ANT306 in the subject line will not be answered. Students must use their UTOR email to ensure that their messages get delivered and is not filtered out as spam. Blackboard will be used to inform students of important course-related information. It is the student’s responsibility to check the website regularly. Statement on Learning Technology: Laptops are permitted in class for word processing only. Due to the sensitive nature of the subject matter, the use of voice recorders, digital photography and video recorders is prohibited. Classroom Conduct: Disruptive behaviour during lectures (e.g. cell phones ringing, chatting,  text messaging, etc.) is a show of disrespect to the speaker, as well as an academic offence (see Code of Behaviour on Academic Matters), and as such, will not be tolerated. If someone is being disruptive, he/she will be asked to leave. During the field component of the course we will follow briefing and debriefing protocols – students are expected to be aware when the person in charge of briefing enters the room and should immediately give that individual their undivided attention. Note taking is permitted and expected. What I expect from students: Students are expected to arrive at lecture/lab prepared to work on their mock cases. In this context, prepared means having read the assigned textbook chapter; generating and bringing relevant data sheets, such as inventory forms; etc. Forensic anthropology is a field requiring attention to detail, professionalism, careful, and critical analysis. I expect students to bring these qualities to the field and the lab What students can expect from me: I will provide as complete, organized, and detailed an overview of the process of a forensic anthropological search and recovery, including crime scene protocols, as possible to give you the most realistic experience possible. I will make your health and safety a priority, outlining the potential hazards one can encounter at a crime scene, and addressing the ethical issues associated with the excavation and recovery of human remains in a medico-legal context. I will emphasize professionalism and help you achieve a professional note taking style, demeanor, and manner of public speaking. I will be available to discuss your course work and career goals during office hours or by appointment. I want you to do your best and will support you in your efforts to achieve success. Academic Integrity: From the Code of Behaviour on Academic Matters: It shall be an offence for a student knowingly: (d) to represent as one’s own any idea or expression of an idea or work of another in any academic examination or term test or in connection with any other form of academic work, i.e. to commit plagiarism. Wherever in the Code an offence is described as depending on â€Å"knowing†, the offence shall likewise be deemed to have been committed if the person ought reasonably to have known. The full policy can be found here: http://www.governingcouncil.utoronto.ca/policies/behaveac.htm Plagiarism is considered an academic offense and will be dealt with according to the Code of Behaviour on Academic Matters. Please be advised that while it is necessary and desirable to work in groups to complete the mock case, generating discussion and leading to additional learning opportunities, each student must write his/her own reports. Copying sections from someone else’s report (with or without a few word changes) is considered plagiarism. Drop Policy: Nov 5, 2012 is the final day to drop this course from academic record and GPA. By this time students will have completed 45% of their final grade. Academic Support: Robert Gillespie Academic Skills Centre: The Robert Gillespie Academic Skills Centre (Room 390, Hazel McCallion Academic Learning Centre) offers a range of workshops, seminars and individual consultations to help students develop the academic skills they need for success in their studies. For more information on the Centre’s services and programs, go to www.utm.utoronto.ca/asc or phone 905-828-3858. AccessAbility Policy: â€Å"Students with diverse needs are welcome in this course, although it is physically demanding. The UTM AccessAbility Resource Centre offers services to assess specific student needs, provide referrals, and arrange appropriate accommodations. Students with questions about disability/health accommodations are encouraged to contact their instructor and/or the  AccessAbility Resource Centre when the course begins. The AccessAbility Resource Centre staff can be contacted by phone (905-569-4699), email (access@utm.utoronto.ca) or in person (Room 2047, South Building).†

If You Read Nothing Else Today, Read This Report on Example of a Term Paper

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The Role Of Women And Their Participation During The Civil...

Women’s role has evolved through time and it is clear that women did history, but they are not always portrayed in the history books. That is why it is important to analyze the roles of women and their participation during the Civil War. This was an important event that marked a change the role of women in society. There are narratives and records of how women experienced, and contributed during the Civil War. The women from the North, South, elite and poorer social status, they all had different perspectives, rights, and roles. These women were involved in many aspects of the economy, policy, and social services. There is one in particular, Clara Barton, who did an amazing work during the war and then she was inspired to found the American Red Cross. During the Civil War, women did not wait around for their loves ones to come back from the battlefield. Instead they played many roles that made them important part of the war effort. Many women secretly enlisted in the army â₠¬â€œ there are records of women cross-dressing in order to be accepted and treated as one of the male soldiers –, some served as spies, smugglers, abolitionists, civil rights advocates, promoter of women’s suffrage, and participated in war relief efforts for both the North and the South, while others became nurses and aides. There were four categories for soldering women: Daughters (or Mothers) of the Regiment, Vivandiere or cantiniere, Battlefield nurse (â€Å"soldier nurse†), and Field hospital nurse. In paperShow MoreRelatedReconciliation Between Trauma And Healing And Reconciliation1501 Words   |  7 PagesMoreover, fostering a civil society is pivotal in rebuilding a nation. Many scholars have different meanings and interpretations on what civil society actually means. 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