And so it begins. . . (266)

Modest exercise, er, exercising modesty, I mean, how to exercise and retain one’s modesty.

Caster Semanya, the South African runner, is apparently intersex. While her future participation in women’s sport is unclear, she will not be stripped of her World Championship gold medal.

Two stories on lower child mortality rates: practical ways to lower the rates, but it’s not falling far or fast enough.

Racial oppression for whites in South Africa? Canadians, South Africans dubious of man’s claims.

Stay tuned: MUCH more to come. . . .

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Ain’t it GRAND to be back in school?! (228)(266)

Hello all:

The following are the required books for Politics & Culture (266) & Democracy & Its Critics (228):

Pol 266/C301/D301:
Martha Nussbaum, Women and Development, Cambridge University Press,
paperback, 2001: 978 052 100 3858
Susan Moller Okin, Is Multiculturalism Bad for Women?, Princeton
University Press, paper, 1999: 069 100 4323
Margaret Atwood, Handmaid’s Tale, Random House, paper, 1998, 978 038 549
0818
Barbara Ehrenreich & Arlie Russell Hochschild, eds. Global Woman, Henry Holt & Co.,
paperback, 2002: 978 080 507 5090

Pol 228/XM81
Amy Gutmann and Dennis Thompson, Democracy & Disagreement, paper,
Harvard University Press, 1998, 978 067 419 7664
Stephen Macedo, Deliberative Politics, paper, Oxford University Press,
1999, 978 019 513 1994

Note that all books are in paperback, and likely all available used, either through the bookstore or online.

Please note that there will be a few additional online articles required for 228; I’ll give directions for accessing those pieces in class.

See you soon!

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Testing, 1, 2; testing. . . (Leh 300)

Some information from the Center for Genetics and Society:

Check out the CGS’s blog for other posts on genetics & reproductive techs.

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Who’s your daddy, er, mommy, er. . . (Leh 300)

Here’s a link to the ongoing discussion on XX Factor (the DoubleX blog) on surrogacy.

ScienceDaily is a daily news consolidator of, well, science news. Here’s a link to stories related to fertility. Note in particular the story on the critical shortage of sperm donors in the UK—and the connection to changes in laws regarding anonymity.

One more story to illustrate the commercial angle of biomedical research.

And oh, what the hell, the link to the story on the beneficial effects (from a fertility perspective) of male masturbation. (Here’s a summary of the study on which the sory is based.)

No word on any similar benefits for females.

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Regulation—or the lack thereof (Leh 300)

In September 2003, the President’s Council on Bioethics issued a working paper on regulation of various biotechnologies.

Although there may have been some changes in fed regs since then, I nonetheless believe that the basic findings of this paper still hold. (President Obama has since issued supersessionary guidelines on federal funding for hESC research in July 2009, but the practical effects of these new guidelines remain to be seen.)

In any case, I recommend checking out the various background materials on the PCBE website. Solid stuff.

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HHS OHRP 45 CFR 46 (Leh 300)

Huh?

HHS: Department of Health and Human Services

OHRP: Office of Human Research Protection

45 CFR 46: portion of research regulation dealing with human subjects

Here’s the FAQ on 45 CFR 46.

FYI.

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Genes, race, & disease (Leh 300)

The news is so accomodating to our course:

The Journal of the National Cancer Institute has just published two studies (abstracts here and here; go thru the library to read the full articles) on disparate outcomes in sex-specific cancer survival between black and white women.

An accompanying editorial notes that this disparity is likely a mix of biological and socio-economic factors, but that a better understanding of that mix is required:

One can conclude that some of the racial differences in outcome in breast, ovarian, and prostate cancers are due to differences in biology. Many of these differences are caused by factors related to socioeconomics and culture. Perhaps advances in our understanding of biology will lead us away from concerns about race and we will better define high-risk populations using pathological markers of disease.

Thus, it may make more sense from a health perspective to refer to ‘populations’ (which may incorporate not only genetics but also social and environmental factors) rather than the current and far too imprecise categories of race and class.

Also, I was half-listening to Leonard Lopate on WNYC when I heard something about a clinical trial for stem cells; turns out they were discussing the first FDA-approved trial of hESC use in humans, in this case, for spinal cord patients. (Approval was granted in January of this year)

Frederic Gilbert has a brief comment on this trial in The Bioethics Forum of the Hastings Center Report; note the links to Geron, the sponsoring agency, for further information.

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Questions for de quiz (LEH 300)

All right, as promised, the questions for the quiz: I’ll choose 20 questions from this list.

Again, all of the answers can be found in the online material; note that the ‘Stem Cell Basics’ document (in pdf) contains a glossary.

Finally, I’m not looking for long answers. Most of these questions can be answered in a word, a number, or a sentence; a couple questions may require more than one sentence.
1. What is a gene?
2. What is a genome?
3. What is an allele?
4. Where is DNA found?
5. How many chromosomes are contained in a cell of a member of Homo sapiens?
6. What are the base pairs in DNA?
7. What is the difference between sequencing and mapping?
8. What is a genotype?
9. What is a phenotype?
10. Name the four nucleotides found in DNA.
11. Approximately how many base pairs are there in a member of Homo sapiens?
12. Approximately how many genes are there in a member of Homo sapiens?
13. Which chromosome has the fewest number of genes?
14. What is a polymorphism?
15. What is the difference between a dominant and a recessive gene?
16. Which cells in the human body are haploid?
17. What is pluripotency?
18. What is differentiation?
19. What is transdifferentiation?
20. What is a feeder cell layer?
21. What are the three characteristics unique to all stem cells?
22. What is an embryonic stem cell and what can it do?
23. What is an adult or somatic stem cell and what can it do?
24. What is an induced pluripotent stem cell and what can it do?
25. What is regenerative medicine?
26. What is a germ cell?
27. What is a somatic cell?
28. What is somatic cell nuclear transfer?
29. Distinguish between in vitro and in vivo.

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Bioethics: the underlined works (Leh 300)

As noted on the syllabus, some of the readings are available online. You can find them either through the links listed under ‘Bioethics sites & docs‘ or directly, below:

Department of Energy Human Genome Project Information: The science behind the Human Genome Project

National Human Genome Research Institute (NHGRI): Deoxyribonucleic acid; Chromosomes; A brief guide to genomics; A brief history of the human genome project; Genetic mapping

National Institutes of Health (NIH) Guidelines on Human Stem Cell Research

NIH Stem Cell Basics

National Bioethics Advisory Commission (NBAC), Ethical Issues in Human Stem Cell Research, Executive Summary; Vol I: Report and Recommendations; Vol III: Religious Perspectives

President’s Council on Bioethics, Monitoring Stem Cell Research (also available in html here)

President’s Council on Bioethics, Reproduction & Responsibility (also available in html here)

And HIGHLY RECOMMENDED: The special issue of Science, on stem cells, 26 June 2009
Vol 324, Issue 5935. You can access the journal through the library system.

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Yay! The final! Whoo-hoo! (341)

Pol 341
Final exam

FINAL DUE WEDNESDAY, JULY 1, by 6:00pm

Logistics: I’ll be in my office (364 Carmen) that Wednesday between 5 and 6pm, so you can drop off the paper then. If you want to drop off the paper early, you can either slide it under my office door, or bring it to the Political Science Department office (358 Carmen) and put it in my mailbox.

The exam: Write a response to ONE of the following (series of) questions. Where appropriate, make explicit reference to the arguments of Henderson & Jeydel, Al-Ali & Pratt, and Kaplan. book. (This is, obviously, an open book exam.)

Make sure to answer ALL parts of the question (although you are free to answer the various parts in any order you deem fit). When appropriate, use examples to illustrate your points—remembering, of course, to explain how the example works, and not simply asserting that it does so.

Answers should be typewritten, approximately 1500 words—and please, NO COVER SHEET.

Good luck!

1. Is the solution to women’s lower status in what women do for themselves, or what men are willing to take on? Examine in reference to institutional politics, to social movements (including revolutionary movements), and to underground politics.

2. Henderson & Jeydel make reference to Maxine Molyneux’s distinction between ‘strategic’ and ‘practical’ gender interests in their analysis of women’s public activities. Discuss, in detail, what counts as a practical issue, and what counts as a strategic matter, citing relevant examples [from any of the books, as well as from lecture] to illustrate your points. Does it make sense to separate the two types of interests? What is the relationship between the two?

3. H&J note that international development agencies have pursued ‘gender mainstreaming’ as a means of not segregating or marginalizing issues mainly affecting women. Al-Ali and Pratt, however, are critical of gender mainstreaming as having precisely the effect of marginalizing women’s interests and women as political actors. Discuss both the advantages and disadvantages of gender mainstreaming, keeping in mind H&J’s discussion of the necessity of  ‘critical mass’, A&P’s analysis of the lack of independence of women in Iraq’s parliament and bureaucracy, as well as what counts as a ‘woman’s issue’.

4. Laura Kaplan quoted many members of Jane who spoke of how transformed they were by their experience in working with Jane, and how empowered they were by their participation. While a do-it-yourself (DIY) ethic can empower an individual or group, it also carries the risk of segregation from a wider politics (especially if, like Jane, the group is ‘extralegal’) and, ultimately, of depoliticization. On the other hand, a DIY ethic also offers possibilities of a kind of radical participatory politics, such that an organization like Jane could serve as a model for many other interests and organizations. Discuss both the advantages and disadvantages of a DIY group like Jane, how it could be adapted to work within an (open) political system, and whether it has anything to offer to those living in closed political systems.

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