How Is It Different from Traditional Agricultural Breeding and Genetic
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Gene Therapy and Genetic Engineering: Frankenstein Is Still a Myth, but It Should Be Reread Periodically
Indiana Law Journal Volume 48 Issue 4 Article 2 Summer 1973 Gene Therapy and Genetic Engineering: Frankenstein is Still a Myth, but it Should be Reread Periodically George A. Hudock Indiana University - Bloomington Follow this and additional works at: https://www.repository.law.indiana.edu/ilj Part of the Genetics and Genomics Commons Recommended Citation Hudock, George A. (1973) "Gene Therapy and Genetic Engineering: Frankenstein is Still a Myth, but it Should be Reread Periodically," Indiana Law Journal: Vol. 48 : Iss. 4 , Article 2. Available at: https://www.repository.law.indiana.edu/ilj/vol48/iss4/2 This Article is brought to you for free and open access by the Law School Journals at Digital Repository @ Maurer Law. It has been accepted for inclusion in Indiana Law Journal by an authorized editor of Digital Repository @ Maurer Law. For more information, please contact [email protected]. GENE THERAPY AND GENETIC ENGINEERING: FRANKENSTEIN IS STILL A MYTH, BUT IT SHOULD BE REREAD PERIODICALLY GEORGE A. HUDOCKt Biotechnology and the law are far removed from each other as disciplines of human intellect. Yet the law and my own discipline, genetics, have come together in many courtrooms concerning such matters as paternity, and they will continue to intersect with increasing frequency as the visions of 100 years ago become the reality of today. This article examines the implications of recent research for human genetic therapy and genetic engineering, and suggests some guidelines for legal regulation of genetic technology. The following discussion derives from three premises which I view as basic: (1) that which is currently possible in genetic engineering, and in fact has already been done, is generally underestimated; (2) what may be possible in the near future is quite commonly overesti- mated; (3) regulation of the application of genetic technology is possible and will not be overwhelmingly complicated. -
Biotechnology: Answers to Common Questions
FSR0030 Biotechnology: Answers to Common Questions Kevin Keener, Assistant Professor of Food Science Thomas Hoban, Professor of Sociology and Food Science N.C. Cooperative Extension Service N.C. State University We are entering the “Century of Biology.” Recent developments in the biological sciences are giving us a better understanding of the natural world. At the same type we are developing new tools that are collectively referred to as “biotechnology.” These help us address problems related to human health, food production, and the environment. Any new technology – particularly one as far-reaching as biotechnology – will generate interest, as well as concerns. Because the science behind biotechnology is complex, misconceptions arise over its impacts and implications. In this publication we will answer questions many people have about biotechnology. These questions are organized along the lines of a news story: what, when, who, where, why, and how. We also provide a list of additional information sources available on the Internet. Our primary focus will be on the uses of biotechnology in agriculture and food production since these appear to be more controversial than other applications (at least up until this time). What is Biotechnology? In its broadest sense, biotechnology refers to the use of living systems to develop products. New scientific discoveries are allowing us to better understand fundamental life processes at the cellular and molecular level. Now we can improve selected attributes of microbes, plants, or animals for human use by making precise genetic changes that were not possible with traditional methods. All living organisms contain genes that carry the hereditary traits between generations. -
Plant Breeding for Agricultural Diversity
Session 3 Plant Breeding For Agricultural Diversity PHILLIPS, S. L. AND WOLFE, M. S. Elm Farm Research Centre, Hamstead Marshall, Nr Newbury, Berkshire, RG20 0HR ABSTRACT Plants bred for monoculture require inputs for high fertility, and to control weeds, pests and diseases. Plants that are bred for such monospecific communities are likely to be incompatible with the deployment of biodiversity to improve resource use and underpin ecosystem services. Two different approaches to breeding for agricultural diversity are described: (1) the use of composite cross populations and (2) breeding for improved performance in crop mixtures. INTRODUCTION Monocultural plant communities dominate modern agriculture. Monocultures are crops of a single species and a single variety; hence the degree of heterogeneity within such communities is severely limited. The reasons for the dominance of monoculture include the simplicity of planting, harvesting and other operations, which can all be mechanised, uniform quality of the crop product and a simplified legal framework for variety definition. Monocultural production supports the design of crop plants from conceptual ideotypes. The wheat plant ideotype is a good example of a plant designed for monoculture. Wheat plants that perform well in monoculture interfere minimally with their neighbours under high fertility conditions, where all ameliorable factors are controlled. The aim of this design is to provide a crop community that makes best use of light supply to the best advantage of grain production (Donald, 1968). This design has produced wheats with a high proportion of seminal roots, erect leaves, large ears and a relatively dwarf structure. This ‘pedigree line for monoculture’ approach is highly successful, but it has delivered crop communities that do best where light is the only, or the main, limiting factor for productivity: therefore the products of this approach to breeding require inputs to raise fertility, and to control weeds, pests and diseases. -
BIO-210 Introduction to Biotechnology
Bergen Community College Division of Mathematics, Science, and Technology Department of Biology and Horticulture Introduction to Biotechnology (BIO-210) General Course Syllabus Spring 2016 Course Title: BIO-210 Introduction to Biotechnology Course Description: This course is designed to give students both a theoretical background and a working knowledge of the instrumentation and techniques employed in a biotechnology laboratory. Emphasis will be placed on the introduction of foreign DNA into bacterial cells, as well as the analysis of nucleic acids (DNA and RNA) and proteins. Prerequisites: BIO-101 General Biology I General Education Course: No Course Credits 4.0 Hours per week: 6.0: 3 hours lecture and 3 hours lab Course Coordinator: John Smalley Required Textbook: Introduction To Biotechnology, 3rd edition, Thieman, W.J. and M.A. Palladino. Pearson/Benjamin Cummings. Required Lab Manual: None Student Learning Objectives The student will be able to: 1. Students will demonstrate proper scientific laboratory record keeping. Students will be evaluated by periodic notebook collections. 2 Students will be able to explain the scientificbasis for each technique used. Students will be required to answer exam questions designed to allow them to demonstrate their acquisition and retention of this knowledge. 3. Students will learn how to introduce foreign DNA into bacterial cells for the purpose of molecular cloning. Students will be evaluated by observation in the laboratory and analysis of experimental results. Assessment will also be based upon performance on exam questions. 4. Students will be able to retrieve cloned DNA and analyze it using restriction endonuclease digestion and agarose gel electrophoresis. Students will be evaluated by observation in the laboratory and analysis of experimental results. -
New Techniques of Genetic Engineering
March 2016 New techniques of genetic engineering Why EU GMO law must be fully applied to the so-called ‘New Plant Breeding Techniques’ The European Commission is considering whether genetically modified organisms (GMOs) that have been produced through a range of new techniques should be excluded from the European Union’s GMO regulations. Biotechnology companies want to apply these techniques to engineer plants and animals for use in industrial food, biomass and biofuel production. They argue that these new methods to directly modify the genetic make-up of living organisms fall outside the scope of EU GMO regulations. This would mean that there is no risk assessment, labelling and monitoring of GM organisms produced by the new techniques and their derived products. The Commission has announced that it will present a legal analysis on the matter by the end of March 2016. The new GMOs present a real risk to the environment and human health. Legal analysis shows that they are covered by EU GMO law. If they were to escape EU regulations, any potential negative effects on food, feed or environmental safety would go unchecked. European consumers, farmers and breeders would have no way to avoid GMOs. The Commission should leave no doubt that all products of genetic engineering are subject to EU GMO law which requires rigorous risk assessment, detectability and labelling. 1 Which techniques are we talking about? The biotechnology industry and the European Commission use the term ‘New Plant Breeding Techniques’ to refer to a diverse set of genetic -
Drawing the Line: Disability, Genetic Intervention and Bioethics
laws Article Drawing the Line: Disability, Genetic Intervention and Bioethics Adam Conti Graduate student, Melbourne Law School, University of Melbourne, 185 Pelham St., Carlton, VIC 3053, Australia; [email protected] Received: 2 June 2017; Accepted: 10 July 2017; Published: 17 July 2017 Abstract: Meteoric scientific advances in genetic technologies with the potential for human gene editing intervention pose tremendous legal, medical, social, ethical and moral issues for society as a whole. Persons with disabilities in particular have a significant stake in determining how these technologies are governed at the international, domestic and individual levels in the future. However, the law cannot easily keep up with the rate of scientific progression. This paper aims to posit a methodology of reform, based on a core value of human dignity, as the optimal course of action to ensure that the interests of persons with disabilities, other possibly marginalised groups, and the scientific community, are balanced fairly. The paper critically analyses the current law and varying bioethical perspectives to ultimately conclude that a clear principled approach toward open discussion and consensus is of paramount importance to have any chance of devising an effective regulatory regime over human gene editing technology. Keywords: disability; human rights; genetics; gene editing; bioethics; governance; human dignity; eugenics; germline; Convention on the Rights of Persons with Disabilities The true good is in the different, not the same (Menand 2004). 1. Introduction Popular, professional and scholarly interest in genetics and their influence on human variability, behaviour and development has grown exponentially in recent years. In no small part has this interest been bolstered by mainstream media coverage of large-scale collaborative scientific initiatives like the Human Genome Project, which endeavoured to identify and map the human genome and determine the sequence of nucleotide base pairs that make up our DNA. -
HIGH SCHOOL COURSE OUTLINE (Revised June 2011)
OFFICE OF CURRICULUM, INSTRUCTION, & PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE (Revised June 2011) Department Science Course Title Biotechnology 1-2 Course Code 3867 Abbreviation Biotech 1-2 Grade Level 10, 11 Grad Requirement No Credits per Approved Course Length 2 semesters 5 No Required No Elective Yes Semester for Honors Health Science and Biotechnology Research CTE Industry Sector CTE Pathway Medical Technology and Development Prerequisites Biology 1-2 with a "C" or better Co-requisites Integrated Math Program (IMP) 5-6 maintaining a “C” or better Articulated with LBCC No Articulated with CSULB No Meets UC “a-g” Requirement Yes (d) Meets NCAA Requirement Yes COURSE DESCRIPTION: Biotechnology 1-2 is a course designed to give students a comprehensive introduction to the scientific concepts and laboratory research techniques currently used in the field of biotechnology. Students attain knowledge about the field of biotechnology and deeper understanding of the biological concepts used. In addition, students develop the laboratory, critical thinking, and communication skills currently used in the biotechnology industry. Furthermore, students will explore and evaluate career opportunities in the field of biotechnology through extensive readings, laboratory experiments, class discussions, research projects, guest speakers, and workplace visits. The objectives covered in this course are both academic and technical in nature and are presented in a progressively rigorous manner. COURSE PURPOSE: GOALS (Student needs the course is intended to meet) Students will: CONTENT • Students will learn the basic biological and chemical processes of cell, tissues, and organisms. They will also learn the historical experiments that led to the central dogma of molecular biology and understand the basic processes of DNA replication, transcription and translation. -
Biology Major: Biotechnology Concentration (BIOL)—BS Degree
Biology Major: Biotechnology Concentration (BIOL)—B.S. Degree: Bachelor of Arts Required: 122 semester hours, to include at least 36 hours at or above the 300 course level AOS Code: U214 The concentration in biotechnology is designed for students with a strong interest in molecular biology and genetics. Courses will prepare students in both conceptual aspects of molecular biology and their practical application in biotechnology and genetic engineering. I General Education Core Requirements (GEC) See complete GEC requirements under General Education Program in the University Requirements section. See the GEC Course Summary Table for approved courses. GLT—Literature (6 s.h.) Student selects 6 s.h. from GLT list. GFA—Fine Arts (3.s.h.) Student selects 3 s.h. from GFA list. GPR—Philosophical, Religious, Ethical Principles (3 s.h.) Student selects 3 s.h. from GPR list. GHP—Historial Perspectives on Western Culture (3 s.h.) Student selects 3 s.h. from GHP list. GNS—Natural Sciences (7 s.h.) BIO 111 Principles of Biology I CHE 111 General Chemistry I GMT—Mathematics (3 s.h.) MAT 191 Calculus I GRD—Reasoning and Discourse (6 s.h.) ENG 101 College Writing I or FMS 115 Freshman Seminar in Reasoning and Discourse I or RCO 101 College Writing I Student selects additional 3 s.h. from the GRD list. GSB—Social and Behavioral Sciences (6 s.h.) Student selects 6 s.h. from GSB list. II General Education Marker Requirements See complete GEC requirements under General Education Program in the University Requirements section. See the GEC Course Summary Table for approved courses. -
A Growing Problem Selective Breeding in the Chicken Industry
A GROWING PROBLEM SELECTIVE BREEDING IN THE CHICKEN INDUSTRY: THE CASE FOR SLOWER GROWTH A GROWING PROBLEM SELECTIVE BREEDING IN THE CHICKEN INDUSTRY: THE CASE FOR SLOWER GROWTH TABLE OF CONTENTS EXECUTIVE SUMMARY ............................................................................. 2 SELECTIVE BREEDING FOR FAST AND EXCESSIVE GROWTH ......................... 3 Welfare Costs ................................................................................. 5 Labored Movement ................................................................... 6 Chronic Hunger for Breeding Birds ................................................. 8 Compromised Physiological Function .............................................. 9 INTERACTION BETWEEN GROWTH AND LIVING CONDITIONS ...................... 10 Human Health Concerns ................................................................. 11 Antibiotic Resistance................................................................. 11 Diseases ............................................................................... 13 MOVING TO SLOWER GROWTH ............................................................... 14 REFERENCES ....................................................................................... 16 COVER PHOTO: CHRISTINE MORRISSEY EXECUTIVE SUMMARY In an age when the horrors of factory farming are becoming more well-known and people are increasingly interested in where their food comes from, few might be surprised that factory farmed chickens raised for their meat—sometimes called “broiler” -
PLANT BREEDING David Luckett and Gerald Halloran ______
CHAPTER 4 _____________________________________________________________________ PLANT BREEDING David Luckett and Gerald Halloran _____________________________________________________________________ WHAT IS PLANT BREEDING AND WHY DO IT? Plant breeding, or crop genetic improvement, is the production of new, improved crop varieties for use by farmers. The new variety may have higher yield, improved grain quality, increased disease resistance, or be less prone to lodging. Ideally, it will have a new combination of attributes which are significantly better than the varieties already available. The new variety will be a new combination of genes which the plant breeder has put together from those available in the gene pool of that species. It may contain only genes already existing in other varieties of the same crop, or it may contain genes from other distant plant relatives, or genes from unrelated organisms inserted by biotechnological means. The breeder will have employed a range of techniques to produce the new variety. The new gene combination will have been chosen after the breeder first created, and then eliminated, thousands of others of poorer performance. This chapter is concerned with describing some of the more important genetic principles that define how plant breeding occurs and the techniques breeders use. Plant breeding is time-consuming and costly. It typically takes more than ten years for a variety to proceed from the initial breeding stages through to commercial release. An established breeding program with clear aims and reasonable resources will produce a new variety regularly, every couple of years or so. Each variety will be an incremental improvement upon older varieties or may, in rarer circumstances, be a quantum improvement due to some novel gene, the use of some new technique or a response to a new pest or disease. -
Genetic Engineering & Genetically Modified Organisms
Genetic Engineering & Genetically Modified Organisms: Forming Informed Opinions By Smith, Lisa Scientific Theme(s): Science and Technology *Relationships among science, technology, and society Grade Level(s): 6-8 Lesson Duration: Designed for one 70 minute lesson Overview This lesson provides students an introduction to genetic engineering and genetically modified organisms, and raises student awareness of the potential Bias of availaBle information and the importance of forming informed, defendaBle opinions regarding controversial topics in science. The lesson was designed as an introduction for students to the genetic engineering and genetically modified organisms in preparation for a two-week research project exploring GMO topics, culminating with student presentations giving their opinions on the topics. Objectives Students will: 1. Define the term, ‘Biotechnology’. 2. Understand the difference Between selective Breeding and genetic engineering. 3. Identify different applications of genetic engineering, and recognize that all genetically engineered organisms are genetically modified organisms (GMOs). 4. Recognize Bias in print media, and to Be aware of the need to identify sources. 5. Understand the importance of forming informed, defendaBle opinions. Grade Level Expectations (GLEs) Addressed Science as Inquiry and Process [7] SA2.1 identifying and evaluating the sources used to support scientific statements Science and Technology [7] SE1.1 descriBing how puBlic policy affects the student’s life (e.g., puBlic waste disposal) [7] SE3.1 recognizing the effects of a past scientific discovery, invention, or scientific Breakthrough (e.g., DDT, internal comBustion engine) Required BacKground This lesson builds upon concepts covered in previous lessons on DNA, genes, and heredity. Students should have a solid understanding of the Basics of these concepts, including the idea that DNA is the “Blueprint” of life, that genes are coding regions of DNA, and that traits encoded By genes can Be inherited. -
Tackling Climate Change Through Plant Breeding and Better Use of Plant Genetic Resources
Tackling Climate Change through Plant Breeding and Better Use of Plant Genetic Resources Climate change is threatening to push the number of hungry even higher in the decades to come, due to new challenges to agriculture and food production. Temperatures across the world could rise up to 6OC by 2050. The main challenges from climate change to agriculture and food production are the more frequent and severe drought and floods, and higher pressure from insects and diseases. Crop production under drought results in low yield, high production costs and less than desirable agronomic practices. Irrigation, a means to mitigate drought, has its own environmental and economic costs, making it an option not suitable to all scenarios. One of the effective ways for crop production to grow or at least to stay stable under new challenges from climate change is through improved varieties developed by plant breeding. The genetic diversity of crop plants is the foundation for the sustainable development of new varieties for present and Climate Change: future major future challenges. Resource-poor farmers have been using genetic diversity intelligently over centuries to develop varieties challenge for food security adapted to their own environmental stress conditions. • Common beans biodiversity has been used by plant breeding to develop both heat and cold tolerant varieties Biodiversity: the raw material grown from the hot Durango region in Mexico to the cold for crop genetic improvement high altitudes of Colombia and Peru. • Corn genetic resources have been used in breeding varieties adapted to cultivation from sea level to over 3,000 masl, as in Nepal.