Could you help me with Thai please

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DISCUSSION QUESTIONS: The Devil Came on Horseback

A Film by Annie Sundberg and Ricki Stern
A Break Thru Films Production in Association with Global Grassroots and Three Generations

These questions are designed to help you guide a discussion after watching the film. If you want to learn more about the background of the conflict, please visit www.thedevilcameonhorseback.com/action/learn for educational resources.

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1) Brian was in Darfur in 2004 and 2005. What is going on in Darfur today? Can it still be considered a genocide?

  • Read Enough report , “Echoes of Genocide in Darfur and Eastern Chad”

    (http://www.enoughproject.org/reports/darfurechoes_20070905.php)

  • Read March 2, 2008 NY Times Article: “Scorched Earth Strategy Returns to Darfur”

    (www.nytimes.com/2008/03/02/world/africa/02darfur.html)

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2) What is the difference between being an observer and a bystander? How did Brian change before and after his experience in Darfur? What were the obstacles to his speaking up and what were some consequences of his decision (professional, political, family relationships, etc.)?

3) In the film, Brian and Gretchen travel to eastern Chad to learn more from the Darfurians in eastern Chad. An estimated 250,000 Darfurians are refugees in eastern Chad.

What do we learn about the humanitarian situation in the refugee camps? What do you think the people living in the camps want for themselves and for their future?

4) According to the United Nations and other international agreements, what is their obligation in a situation like Darfur? What is meant by the statement that there is “no appetite in the international community to intervene.”? What is the impact of this attitude on Darfur and other places where ethnic cleansing and genocide occur?

5) What do we know about China’s relationship with Sudan from the film? What can we do to put pressure on China to get more involved?

Learn about Dream for Darfur (www.dreamfordarfur.org)
Learn about the campaign to divestment from companies funding the Sudanese

government—Sudan Divestment Task Force (www.sudandivestment.org)

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6) What can the United States government do to end the violence? What role does President Bush have to play? What about the next president? How can we get Darfur on their priority list?

Learn about Students Taking Action Now in Darfur’s SEAL campaign to pressure President Bush to Act: www.standnow.org/campaigns/seal

Learn about the ENOUGH and Genocide Intervention Network Project to make Darfur a campaign issue: www.askthecandidates.org

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7) What is the responsibility of a firsthand witness? What is the responsibility of someone who learns from a witness? What is the responsibility of the international community and our government? What is your responsibility?

  • Build your community of concern for Darfur: participate in Tents of Hope: www.tentsofhope.org

  • Find a Darfur advocacy group in your community or start your own: search for groups at www.savedarfur.org

  • Students: start a STAND chapter to raise awareness at your school. Register your chapter at www.standnow.org

  • Raise your voice in support of Darfurrelated legislation: call the 1800 GENOCIDE hotline for legislative alerts (hotline developed by Genocide Intervention Network)

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Please can you check my assessment about holidays: El verano pasado fui a Francia de vacaciones. Fui con me familia y…

Please can you check my assessment about holidays: El verano pasado fui a Francia de vacaciones. Fui con me familia y mi amiga, se llama Ella, es un poco tímida. Viajamos en avión, el viaje fue bien pero tuve miedo. Me gustó el viaje porque fue emocionante. Primero descansé en la casa, mientras Ella dio una vuelta en bicicleta. Le gustó porque fue pintoresca. Todos los días nadamos en la piscina ya que fue refrescante. Después hizo calor por eso Ella y yo tomamos el sol. Sin embargo me familia fueron al restaurante, mi padre comió sopa de ajo y calamares, porque era sabrosa. Mis hermanos comieron chuleta de cerdo con verduras. Lo mejor del restaurante era que mi madre comió helados de vainilla. Luego Ella y yo montamos a caballo. Lo pasé muy bien porque hizo buen tiempo, Ella no tuvo miedo. Hay muchas tiendas, compré un libro de Francia para mi amiga puesto que le encanta Francia. También Ella y yo compramos joyas a la joyería, era muy cara pero muy bonita. Me aloje en un hotel, estaba en la costa, que era horrible porque era feo. Lo peor de el hotel era un restaurante fue un poco pequeño. No obstante había un bar que era grande. No tenía un gimnasio, tampoco había una cafetería. Me gusto el hotel, era acogedor y cómodo. No solo no había toallas sino que también no había jabón en el cuarto de baño. Normalmente todos los año voy a Francia. Voy a un pueblo muy bonita y grande. Hay muchas lugares de interés, incluyendo un lago lujoso, un parque de atracciones y un zoo. En verano el parque de atracciones, se llena de gente. Lo bueno es que esta rodeado de un paisaje bonita. Hay muchos turistas y no hay mucha contaminación. Aunque el zoo es muy divertido es un poco ruidoso. Londres más sucio que Messanges. Sin embargo Londres tan es interesante que Messanges. Generalmente hace sol y hace buen tiempo así que los lunes me bañe en el mar. Un día hizo viento por lo tanto jugué al ajedrez, fue muy aburrido. Otro día hace calor y tuve una quemadura de sol. Dentro de un año voy a ir a Estados Unidos. Si fura rica me alojaría un hotel cinco estrellas. Voy a dar un paseo por Central Park y mi madre va a ir de compras conmigo. Luego vamos a montar en bicicleta en Manhattan. Finalmente subiremos a Estatua de la Libertad. Si fuera posible iríamos al teatro en Broadway.

The 2008 Mumbai Attack

 

Unit 2, Item 1: The 2008 Mumbai Attack 

Rabasa et al. (2009) analyzed the attack carried out in Mumbai, India, in November 2008 by Lashkar-e-Taiba, a Pakistani-based terrorist group. The well-planned attack resulted in 172 deaths and achieved the terrorist group’s objectives of increasing tensions between India and Pakistan and “humiliating the Indian security services, causing large-scale death and destruction, and garnering global media coverage for days.” (Rabasa et al., 2009, p. 2) Consider the recent terrorist attacks in Paris (November 2015) and contrast the tactics used by Indian responders to those armed forces in Paris. Look at supplemental readings (Rizvi and Moody ) for tactics and lessons learned that will help with your analysis.
Please read the Rabasa Rand report. Then take a look at either the Rizvi or Moody papers and in a few paragraphs, answer the questions in item 1 below.

 

 

 

Reading 
Rabasa, A., Blackwill, R. D., Chalk, P., Cragin, K., Fair, C. C., Jackson, B. A., Jenkins, B. M., Jones, S. G., Shestak, N., & Tellis A. J. (2009) The Lessons of Mumbai. Rand Occasional Paper. Retrieved from Here 

Rizvi, S. and Kelly,J.L., June 2015, The Continued Relevance of the November, 2008 Mumbai Terrorist Attack: Countering New Attacks With Old Lessons. Retrieved from Here

Optional Supplemental Reading: 
Moody, T. (2010). Filling the gap between NIMS/ICS and the law enforcement initial response in the age of the urban jihad, Naval Postgraduate School Thesis, September 2010. Retrieved March 25, 2014 from Here

 

a.) What factors contributed to the success of the attacks?

b.) What challenges in responding would we face if a similar attack occurred in an American city?

 

Discussion—Ethical Considerations for Healthcare Reform

 Discussion—Ethical Considerations for Healthcare Reform

In this assignment, you will explore the ethical issues present in the healthcare system.

Research the ethical issues of reforming the healthcare systems in the United States and at least one other country using your textbook, the Argosy University online library resources, and the Internet.

Respond to the following:

  • Does the government have an ethical obligation to provide some form of healthcare for its citizens?
  • Identify the key features of the major proposals currently being considered to reform the healthcare system in both the United States and one other country.
    • In what ways do these features reflect a continuation of the existing system?
    • In what ways would they represent a significant overhaul?

Write your initial response a minimum of 200–300 words. Apply APA standards to citation of sources.

By Sunday, February 10, 2013, post your response to the appropriate Discussion Area. Through Wednesday, February 13, 2013, review and comment on at least two peers’ responses. Cover the following items in your posts:

  • Provide a statement of clarification.
  • Provide a point of view with rationale.
  • Challenge a point of discussion, or draw a relationship between one or more points of the discussion.

Grading Rubric

This discussion assignment will be graded using the discussion rubric.

Discussion Grading Criteria 

 

For assistance with any problems you may have when completing this assignment—OR—to offer your assistance to classmates, please use theProblems and Solutions Discussion area located through the left side navigation link.

Annotated Bibliography

 

 (DUE in 6 Hours) 100% plagiarism free

In an annotated bibliography, you follow each of your reference citations with a brief (100 words or less) qualification of the author (including their relevance to the subject); intended audience; how the source compares/contrasts with your other sources; how this source furthers the discussion of the selected topic.

This week’s assignment will be included in your rough draft (due in week 6).

Step 1:

For this exercise, find sources that are relevant to your researched argument paper. You must have five or more annotations in your bibliography. The sources must be scholarly sources. These types of sources (also identified as academic or peer-reviewed sources) are written by recognized experts in a particular field. These sources provide credible information for use in research papers.

Step 2:

Refer to the Writing Guide for information on scholarly sources. EBSCOhost is a source for scholarly sources. Under the “Limit To” heading on the search page, you can narrow your search:

 

Step 3:

Prepare your annotations as you read your sources. Use these questions as a guide for your notes:

  • Who is/are the author(s) and their relevance to the subject
  • Who is the intended audience; who is the author writing to (general public, researchers, academics, scientists?)
  • How this source relates or contrasts to at least one of our other sources
  • How this source helps to further your discussion of the topic

Step 4:

Checklist for Annotated Bibliography:

  • Does this bibliography meet the assignment criteria?
  • How does the formatting of this assignment look? Does it follow basic APA guidelines for a Reference page? (e.g. Times New Roman font, double-spaced, no extra spacing between paragraphs, first line of the citation flush left with all following lines indented, etc.?)
  • Are the annotations brief, clear, and informative? Do they avoid personal opinion? Do they act as a reference guide?
  • If you came upon this in your research, how useful would you find this bibliography to be?
  • Does this bibliography contain at least five citations

Environmental Science

Assignment Objectives

Describe abiotic and biotic factors and their relationship to an ecosystem

Discuss fundamental concepts of environmental science: sustainability, stewardship, and sound science

List the components of an ecosystem, and discuss their significance

In this assignment, you will investigate the biotic and abiotic structure and function of an ecosystem. You will also investigate how ecosystems recover from disturbance naturally and through human restoration.

Choose 1 of the following ecosystems:
•Tropical rainforest
•Grassland
•Coral reef
•Estuary
•Desert

You will write an APA-style research paper about your choice of ecosystem, including the following elements:
•Describe where this type of ecosystem might be located. Name 1 specific example.
•Describe the structure of the ecosystem.
•List at least 3 specific examples of both abiotic components and biotic components for the ecosystem type selected.
•Describe the function of the ecosystem
•In your own words, explain or define biogeochemical cycle.
•Describe the steps in the carbon cycle as an example of one biogeochemical cycle.
•Describe disturbance and recovery
•Describe 1 natural and 1 human-caused disturbance to the ecosystem that you have chosen.
•Describe the damage to the ecosystem for each example, including how the abiotic and biotic characteristics of the ecosystem changed.
•Provide 2 examples of natural resources provided by the ecosystem that you have selected.
•How can these be sustained into the future?
•How can humans act as good stewards to assist ecosystem recovery? Provide 1 example specific to the ecosystem that you have chosen.

For assistance with your assignment, please use your text, other credible references, intellipath, and course materials.

Please submit your assignment in your assignment box.

Grading Rubric

70%

Content Development/Critical Thinking: Student uses relevant content to fully and accurately answer all questions. Student demonstrates critical thinking by synthesizing original answers in student’s own words based on reading and research, and includes relevant examples.

20%

Organization, Grammar, and Presentation: Organization is clear. Writing clearly and effectively communicates relevant content. Few if any errors in grammar, spelling, and sentence structure.

10%

5% Information Literacy and Research: Student selects and uses high-quality, credible references relevant to the assignment questions.

5% Sources are correctly cited using APA style: The paper follows APA format and includes a title page, abstract, body of paper, and reference list.

2. Learn about the roles of state and tribal authorities in emergency preparedness, response and recovery.

Learn about the roles of state and tribal authorities in emergency preparedness, response and recovery.

Understand emergency management responsibilities in each phase of the emergency management cycle.

Describe the value of developing partnerships with community organizations and businesses.

This assignment should take about 3 hours to complete.

The purpose of this assignment is to learn about community resiliency in the recovery process after a major disaster.

The Community and Regional Resilience Institute promotes community resilience through its planning system, tools and resources, and its publications. Please read Success stories: Strong partnerships for stronger community resilience and respond to the following questions.

Write short answers (100 to 200 words) to the following questions and use the correct APA Style in-text citation format to reference sources.

2a. What are some of the key roles played by non-profit and faith based organizations in successful recovery? Provide examples based on the success stories.

2b. How should community partners be engaged in planning for recovery? Provide examples illustrating the value of partnerships.

2c. Identify and briefly discuss five factors that contribute to community resilience.

Readings:

Community and Regional Resilience Institute (2013). Success stories: Strong partnerships for stronger community resilience. Retrieved from http://www.resilientus.org/wp-content/uploads/2013/09/Strong-Partnerships-for-Stronger-Community-Resilience.pdf

This assignment addresses Learning Outcome 4. Students will be able to analyze disaster-related issues and problems and demonstrate knowledge of resources, response and recovery capabilities, and mitigation measures appropriate for addressing disasters.

HELP SPANISH HOMEWORK

 

THE PRETERIT CONTRASTED WITH THE IMPERFECT

 

(EL PRETÉRITO CONTRASTADO CON ELIMPERFECTO)

 

 

 

Minidiálogos   Complete the following dialogues. Then act them out with a partner.

 

 

 

1.- ¿Cuántos años _____(tener) tú cuando _____  (venir) a vivir a Caracas?

 

 _____ (Tener) doce años.

 

 

 

2.- ¿Qué te ____  (decir) la maestra ayer?

 

Me ______  (decir) que yo  (deber) volver mañana.

 

   

 

3.-  ¿Qué tiempo ________  (hacer) cuando Uds.__________  (salir) de casa esta mañana?

 

 ___________(Hacer) frío y  ________ (nevar).

 

   

 

4.- ¿Adónde ________  (ir) Uds. de vacaciones cuando _______ (ser) niños?

 

Siempre ______  (ir) a la playa, pero un verano mis padres ______  (decidir) alquilar una casa en las montañas y esas _________ (ser) nuestras mejores vacaciones.

 

 

 

   

 

5.- ¿Qué hora _______ (ser) cuando tú _______  (llegar) a casa ayer?

 

________(Ser) las ocho.

 

¿ _________ (Ir) a la tienda?

 

Sí, ________ (ir) con Nora. Cuando nosotras _______  (ir) para la tienda, ______ (ver) un accidente en la calle Bolívar.

 

¿ ______ (Morir) alguien?

 

No, por suerte no _______ (morir) nadie.

 

 

 Do you believe that the United States should participate in the Kyoto Protocol? What arguments most influenced your decision?

 

Do you believe that we will experience significant global warming during this century due to air pollution? In what way would the Kyoto Protocol impact your position on global warming?

 

 

 The strengths and weaknesses of the Kyoto Protocol must be carefully assessed in designing future agreements to tackle climate change. The Kyoto Protocol’s main strength may lay in its emissions trading feature–a key for cost-effectiveness, environmental effectiveness, and equity. Its main weakness may lay in the incapacity of Kyoto-type targets to deal with the uncertainties surrounding climate change–especially on the side of abatement costs. A mere extension of the current protocol seems unlikely to effectively tackle climate change. A flat rejection of the structure it provides, however, would probably not offer better prospects. Agreements on policies and measures or “technology protocols” might be useful, but can hardly substitute for more comprehensive agreements that would provide clear price signals to economic agents. Carbon taxes would better deal with uncertain abatement costs, but may be more politically difficult at both domestic and international levels. A modified Kyoto structure might give the international community a better chance to achieve its ultimate objective, laid down in the United Framework Convention on Climate Change, of stabilizing atmospheric concentrations of greenhouse gases. It would keep the emissions trading framework but add to the Kyoto-style fixed and binding targets several options to better deal with uncertain costs, namely, price caps, indexed targets, and non-binding targets for developing countries. [ABSTRACT FROM AUTHOR]

 

Copyright of International Review for Environmental Strategies is the property of Institute for Global Environmental Strategies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)The 1999 Special Issue of The Energy Journal presents several articles that conclude the costs of the Kyoto Protocol would be very high for the U.S. if all the adjustments were domestic. However, a few studies conclude that the Kyoto target is achievable at a negligible cost and perhaps with a net benefit. This paper explains why a majority of studies conclude that the cost of reducing emissions is high while some studies conclude that the Kyoto target could be achieved at a low cost, if not for free. Most studies employ mainstream economic analysis to estimate the costs of achieving the Kyoto Protocol. In contrast, the “no cost” analyses use a unique methodology applied only to energy conservation and referred to here as the energy conservation paradigm. One conclusion is that the energy conservation paradigm is inconsistent with mainstream economics. The “no cost” conclusion used to support approval of the Kyoto Protocol is not supported by the basic principles of economics. The Climate Change Technology Initiative recommends tax credits to reduce carbon emissions. With the proposed tax credit of $1,100 per residential head pump, each tonne of carbon reduced from the more efficient heat pump would cost $510. With different input assumptions, higher and lower estimates are produced. [ABSTRACT FROM AUTHOR]

 

Copyright of Energy Journal is the property of International Association for Energy Economics, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)Why do our political leaders in Washington so often take a giant step forward in one area only to slip and lurch backward in another?

To its great credit, Congress is apparently heading toward enactment of the most significant campaign finance reform legislation in a generation. If the president signs the bill, as he should, the new ban on soft money won’t stop all of the big bucks sloshing through politics, but it will reduce the flow and put an end to our current mockery of existing laws. We owe a debt of gratitude to Sens. John McCain, Russell Feingold, and others for their courage and persistence.

Yet even as Washington moves forward in one area, it is in dangerous retreat in another: environmental protection. The stream of pronouncements and decisions flowing out of the Bush administration on a range of environmental issues from global warming to arsenic in drinking water to road building in the wilderness is not only disheartening but in the long run could darken prospects for all mankind.

The most serious decision by the administration was its announcement last week that it wants to blow up the 1997 Kyoto protocol, an agreement painstakingly negotiated by the United States and more than 100 other countries. That protocol builds on an earlier climate treaty reached in Rio in 1992. The Rio treaty, signed by President George Herbert Walker Bush and ratified by Congress, committed the United States to working with the world to reduce global warming, and it included commitments to reduce carbon dioxide emissions, the main culprit. In signing the Kyoto protocol, America pledged to reduce greenhouse-gas emissions 7 percent below the 1990 levels over two decades.

Flawed treaty. President George W. Bush made it clear in the campaign that he didn’t like the Kyoto protocol. It is indeed a badly flawed treaty, as recognized by Democrats, too. The Senate voted 95-0 in 1997 that it would not approve the treaty, a vote so resounding that the Clinton-Gore administration never even sent it up for ratification.

But it was assumed among our allies in Europe and Asia that the United States, which produces 25 percent of the world’s carbon dioxide with only 4 percent of its population, would lead the way to a quick renegotiation of the existing Kyoto documents and not insist upon starting from scratch, a process that could take years. That’s why the administration’s announcement last week set off a small firestorm among our allies and infuriated environmental groups. Perhaps he didn’t intend it, but Bush seemed to be thumbing his nose at world opinion.

Major questions now arise as to whether the United States thinks it can unilaterally tear up treaties that its own government has agreed to in earlier years. President Bush justifies his environmental decisions by saying that nothing must hold us back from overcoming a “sputtering” economy and an “energy crisis.” He is right that we must take swift, decisive action on those fronts. An immediate, front-loaded tax cut is in order, and so is an aggressive plan to develop more energy supplies, including nuclear power. But those initiatives need not conflict with an equally serious effort to achieve dramatic breakthroughs in energy efficiency so we can conquer a far deadlier threat to our well-being. The administration is simply wrong to say that the economy and energy must trump the environment; we must pursue all three at the same time.

It was notable last week that when push came to shove in California on electricity rates, companies in Silicon Valley immediately found ways they could become more energy efficient. Cisco Systems announced it was cutting electricity usage by 10 percent over earlier reductions simply by using more energy-efficient equipment. Roche Pharmaceuticals is cutting energy usage by 20 percent by turning off some computers, lights, and labs during peak periods. Hewlett-Packard has set up additional “war rooms” to cut back its power consumption in the Bay Area.

The United States remains pre-eminently a country that can climb any mountain if the president summons us to greatness. Remember FDR as war approached? America was building just over 2,000 planes a year at the time. Roosevelt challenged us to build 50,000 a year so we could become an “arsenal of democracy.” Critics scoffed that it could never be done. By war’s end, Americans were producing close to 100,000 planes a year.

Can we become the environmental model of the world? You bet; but to get there, strong leaders must summon us to the mountaintop.t:

The United States declined to support the Kyoto Protocol, and there is no likelihood that China, India, Indonesia, Brazil, or Nigeria will fully participate in any greenhouse-gas regime for the next few decades. Of the many uncertainties surrounding the greenhouse gas debate, what is least uncertain is that climate change is real and likely to be serious. But ambiguity about this question should not delay essential research and development in nonfossil energy sources, energy conservation, and policies to exploit the most cost-effective ways to reduce emissions. The Kyoto Protocol’s exclusive focus on the short term neglected the crucial importance of expanding worldwide research and development of technologies to make severe reductions feasible later in the century. The US favors voluntary measures over mandatory ones, but is not clear whether these terms referred mainly to domestic or to international measures. The concept of emissions trading is popular, but initial quotas are negotiated to reflect what each nation can reasonably be expected to reduce. There is consensus that nations will not sacrifice in the interest of global objectives unless they are bound by a regime that can impose penalties. What is needed are financial contributions from the rich countries to an institution that would help finance energy-efficient and decarbonized technologies in the developing world. The greenhouse gas issue will persist through the 21st century and beyond. Even though the developed nations have not succeeded in an approach to the issue, it is still early.

environmental science

 

 

Please discuss the following:

  • Do you feel that GMOs are safe? Do you believe GMOs in foods should be labeled?
  • Do you see GMOs affecting the world today? Please explain.

Your paper should be 2-3 pages in length and all citations must use APA formatting. Please refer to the Course Project overview for a list of all requirements for this paper.
Submit your completed assignment by following the directions linked below.

Project Overview

 Using the content of the course each week, critically evaluate and analyze each controversial environmental issue. You must examine the pros, cons, compromises, and tradeoffs of the issue by gathering credible information from various sources and assess the scientific credibility of the information. You will then develop from this information a well thought out paper that will address the major players involved, relevant cited facts, and a clearly identified opinion while some readings have been provided to get you started, you should continue to research each topic using the online library, scientific journals, government documents, books, science magazines, and personal interviews. Peer reviewed sources should form the basis of your paper. Use a minimum of 4 sources each week. All submissions as well as the final paper should be double-spaced, and 12-point font with citations in APA format.  Anytime you use the writings or ideas of others as though they were your own, you are plagiarizing (even if you paraphrase). All information and ideas that are not a part of general knowledge must be cited. When in doubt, cite.

Genetically modified food controversies are disputes over the use of foods and other goods derived from genetically modified crops instead of conventional crops, and other uses of genetic engineering in food production. The key areas of controversy related to genetically modified food (GM food or GMO food) are whether such food should be labeled, the role of government regulators, the objectivity of scientific research and publication, the effect of genetically modified crops on health and the environment, the effect on pesticide resistance, the impact of such crops for farmers, and the role of the crops in feeding the world population. In addition, products derived from GMO organisms play a role in the production of ethanol fuels and pharmaceuticals.

Specific concerns include mixing of genetically modified and non-genetically modified products in the food supply, effects of GMOs on the environment, the rigor of the regulatory process, and consolidation of control of the food supply in companies that make and sell GMOs. Advocacy groups such as the Center for Food Safety, Organic Consumers Association, Union of Concerned Scientists, and Greenpeace, say risks have not been adequately identified and managed, and they have questioned the objectivity of regulatory authorities.

The safety assessment of genetically engineered food products by regulatory bodies starts with an evaluation of whether or not the food is substantially equivalent to non-genetically engineered counterparts that are already deemed fit for human consumption. No reports of ill effects have been documented in the human population from genetically modified food. There is a scientific consensus that currently available food derived from GM crops poses no greater risk to human health than conventional food, but that each GM food needs to be tested on a case-by-case basis before introduction. Nonetheless, members of the public are much less likely than scientists to perceive GM foods as safe. The legal and regulatory status of GM foods varies by country, with some nations banning or restricting them, and others permitting them with widely differing degrees of regulation.

Please review the following readings for more information:

Rich, A. K., & Warhol, T. (2016). Genetically Modified Foods: An Overview. Points Of View: Genetically Modified Foods, 1. Link to article.

Bowman, J., & Griswold, M. (2016). Point: Genetically Modified Foods will Dramatically Improve Agriculture Around the World. Points Of View: Genetically Modified Foods, 2. Link to article.

Pearson, J. (2016). Point: The Many Benefits of Genetically Modified Foods. Points Of View: Genetically Modified Foods, 5. Link to article.

Driscoll, S., & Morley, D. C. (2016). Counterpoint: Genetically Modified Foods Should be Carefully Regulated. Points Of View: Genetically Modified Foods, 3. Link to article.

Anderson, T. (2016). Counterpoint: GMO Foods are Unsafe. Points Of View: Genetically Modified Foods, 6. Link to article.