GATTACA teacher demo p pt
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The document summarizes the 1997 science fiction film Gattaca. In the future world depicted in the film, genetic testing at birth determines one's social standing and career prospects. The main character Vincent, born with health defects, assumes the identity of the genetically superior Jerome to pursue his dream of space travel. While the film depicts a world where genetics determines one's destiny, the document notes that in reality the interaction between genetics and environment is complex and not yet fully understood. It questions if the film provides a glimpse of the future or goes too far in its vision.
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The document introduces the film Gattaca and discusses some of its key themes around genetics and society. It provides background on Einstein and his concerns about ethics in science. It analyzes some of the characters' names in relation to DNA base pairs. It also defines some basic genetic terms like genes, DNA, chromosomes, and nucleotides to help discuss the complex issues raised by the film around genetic manipulation.
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The document discusses several key themes in the film Gattaca including genetic engineering and the moral issues surrounding it, the contrast between human frailty and inhuman perfection, and oppression and discrimination based on genetics. It provides examples of how characters in the film are discriminated against due to their genes and compares this to real-world examples of oppression. It analyzes how the world of Gattaca is dystopic and oppressive for those who are not genetically gifted and explores the relationship between the characters of Vincent and Jerome. Finally, it examines the theme of science versus religion and ethics, and how unchecked scientific discovery without moral or ethical considerations could lead to the type of society portrayed in the film.
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1. This document provides questions and discussion prompts about the movie Gattaca for a movie assignment. It includes 21 multiple choice questions about details in the movie along with approximate timestamps for when the answers are revealed. It also includes 3 discussion questions asking about genetic selection of traits, the world portrayed in the movie, and how Vincent prepares daily to pass as someone else.
2. Students watching the movie Gattaca are instructed to answer the 21 multiple choice questions about details in the movie by providing the answers and noting the approximate timestamp when the answer is revealed. They are also asked to answer 3 discussion questions in paragraph form about themes relating to genetic selection and Vincent's daily preparations.
3. The document is a movie
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The document introduces the film Gattaca and discusses some of its key themes around genetics and society. It provides background on Einstein and his concerns about ethics in science. It analyzes some of the characters' names in relation to DNA base pairs. It also defines some basic genetic terms like genes, DNA, chromosomes, and nucleotides to help discuss the complex issues raised by the film around genetic manipulation.
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The document provides background information and analysis of the film Gattaca. It discusses the dystopian society depicted in the film where genetic discrimination has led to a new form of prejudice called "genoism." It examines themes of the film like genetic engineering, human frailty vs. perfection, oppression, and science vs. ethics. Examples are given of how characters are discriminated against based on their genes. Analysis is also provided of symbols and motifs in the film and how they represent themes of oppression and the struggle to overcome limitations imposed by society.
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The document discusses several key themes in the film Gattaca including genetic engineering and the moral issues surrounding it, the contrast between human frailty and inhuman perfection, and oppression and discrimination based on genetics. It provides examples of how characters in the film are discriminated against due to their genes and compares this to real-world examples of oppression. It analyzes how the world of Gattaca is dystopic and oppressive for those who are not genetically gifted and explores the relationship between the characters of Vincent and Jerome. Finally, it examines the theme of science versus religion and ethics, and how unchecked scientific discovery without moral or ethical considerations could lead to the type of society portrayed in the film.
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1. This document provides questions and discussion prompts about the movie Gattaca for a movie assignment. It includes 21 multiple choice questions about details in the movie along with approximate timestamps for when the answers are revealed. It also includes 3 discussion questions asking about genetic selection of traits, the world portrayed in the movie, and how Vincent prepares daily to pass as someone else.
2. Students watching the movie Gattaca are instructed to answer the 21 multiple choice questions about details in the movie by providing the answers and noting the approximate timestamp when the answer is revealed. They are also asked to answer 3 discussion questions in paragraph form about themes relating to genetic selection and Vincent's daily preparations.
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The document discusses various film techniques used in the science fiction film Gattaca. It analyzes the mise-en-scene, including the sterile and minimalist settings that reflect the film's theme of a genetically "perfect" society. It also examines the cold, green and blue lighting, as well as the use of golden light for more intimate scenes. Sound design, with its emphasis on falling objects in the opening scene, and cinematography through close-ups are also summarized. Motifs in the film like stairs, swimming and DNA samples are highlighted for their thematic significance.
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- Types of genetic disorders like single gene, chromosome abnormalities, and multifactorial disorders.
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The document discusses genetic principles such as dominant and recessive traits. It also discusses genetic disorders like single gene disorders and chromosome abnormalities. The document covers topics like genetic counseling, karyotypes, cloning, stem cell research, and the ethical issues around harvesting stem cells from embryos. Overall, the authors are against harvesting stem cells because it requires destroying human embryos.
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This document discusses invitro fertilization (IVF) and pre-implantation genetic diagnosis (PGD). PGD involves testing embryos for genetic diseases prior to implantation. It can reduce miscarriage rates and allow parents to select embryos without diseases. However, it also enables selection for non-medical traits and rejection of embryos deemed "undesirable," raising ethical issues around eugenics, discrimination, and defining moral status of embryos. The document examines perspectives from various worldviews including rights ethics, utilitarianism, religion, and law on matters concerning IVF, PGD, embryo research, and genetic selection.
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Ivf and pgd 23 2-11
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The document discusses various topics related to genetics and stem cell research including:
- The goals of the Human Genome Project which aimed to map all human genes between 1990-2003.
- Ethical, legal and social implications of the project including issues around genetic privacy and discrimination.
- Three types of genetic disorders - single gene, chromosomal abnormalities, and multifactorial disorders.
- The use of genetic counseling and karyotypes to understand genetic risks.
- Arguments for and against embryonic stem cell research focusing on when human life begins and whether embryos should be used for medical research.
Nature-Nurture (Heredity vs environment) Backgro.docx
Nature-Nurture
(Heredity vs environment)
Background
It has long been known that certain physical characteristics are biologically determined by
genetic inheritance. Colour of eyes, straight or curly hair, pigmentation of the skin and certain
diseases (such as Huntingdon’s chorea) are all a function of the genes we inherit. Other physical
characteristics, if not determined, appear to be at least strongly influenced by the genetic make-
up of our biological parents. Height, weight, hair loss (in men), life expectancy and vulnerability
to specific illnesses (e.g. breast cancer in women) are positively correlated between biologically
related individuals. These facts have led many to speculate as to whether psychological
characteristics such as behavioural tendencies, personality attributes and mental abilities are also
“wired in” before we are even born.
Those who adopt an extreme heredity position are known as nativists. Their basic assumption is
that the characteristics of the human species as a whole are a product of evolution and that
individual differences are due to each person’s unique genetic code. Characteristics and
differences that are not observable at birth, but which emerge later in life, are regarded as the
product of maturation. That is to say we all have an inner “biological clock” which switches on
(or off) types of behaviour in a pre programmed way. The classic example of the way this affects
our physical development is the bodily changes that occur in early adolescence at puberty.
However nativists also argue that maturation governs the emergence of attachment in infancy,
language acquisition and even cognitive development as a whole.
At the other end of the spectrum are the environmentalists – also known as empiricists (not to be
confused with the other empirical / scientific approach). Their basic assumption is that at birth
the human mind is a tabula rasa (a blank slate) and that this is gradually “filled” as a result of
experience (e.g. behaviourism). From this point of view psychological characteristics and
behavioural differences that emerge through infancy and childhood are the result of learning. It is
how you are brought up (nurture) that governs the psychologically significant aspects of child
development and the concept of maturation applies only to the biological. So, when an infant
forms an attachment it is responding to the love and attention it has received, language comes
from imitating the speech of others and cognitive development depends on the degree of
stimulation in the environment and, more broadly, on the civilisation within which the child is
reared.
In practice hardly anyone today accepts either of the extreme positions. There are simply too
many “facts” on both sides of the argument which are inconsistent with an “all or nothing” view.
So instead of asking whether child development is down to nature or nurture the question has
been reformulated as .
Genetics research template_1_
1) Traits controlled by dominant alleles will always be expressed when the allele is present, while recessive traits only appear if no dominant alleles are present. Co-dominant alleles are neither dominant nor recessive and both alleles are expressed in offspring.
2) Geneticists use Punnett squares to determine all possible outcomes from genetic crosses and the probability of particular traits being expressed in offspring. The squares show how parental alleles combine.
3) The Human Genome Project aimed to sequence all human genes to better understand disease inheritance and find cures, but raised ethical debates around possibilities like designer babies.
Genetics research template_1_
1) Traits controlled by dominant alleles will always be expressed when the allele is present, while recessive traits only appear if no dominant alleles are present. Co-dominant alleles are neither dominant nor recessive and both alleles are expressed in offspring.
2) Geneticists use Punnett squares to determine all possible outcomes from genetic crosses and the probability of particular traits being expressed in offspring. The squares show how parental alleles combine.
3) The Human Genome Project aimed to sequence all human genes to better understand disease inheritance and find cures, but raised ethical debates around possibilities like designer babies.
Genetics research
The document discusses both arguments for and against designer babies. It provides examples of how genetic screening could reduce risks of diseases but also how parents may want to select traits like gender, appearance, and intelligence. The conclusion argues that funding designer babies could create a better world by reducing crimes if parents are happy with their children's traits.
YourGenes,YourChoicesby Catherine BakerExplorin.docx
Your
Genes,
Your
Choices:
by Catherine Baker
Exploring the
Issues Raised by
Genetic Research
5
Table of Contents
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Chapter 1
Martin Needs Medical Treatment (or does he?) . . . . . . . . . .9
Chapter 2
Priya Should Find Out if She
Has Inherited a Fatal Disease (or should she?) . . . . . . . . . .14
Chapter 3
Howard’s Health Is Up to Him (or is it?) . . . . . . . . . . . . . . .26
Chapter 4
Carlos and Mollie Can Have a
Perfectly Healthy Baby (or can they?) . . . . . . . . . . . . . . . . . .35
Chapter 5
Donita Should Cooperate
with the Police (or should she?) . . . . . . . . . . . . . . . . . . . . . . . . . .45
Chapter 6
John and Elsa Will Profit from
Biotech Farming (or will they?) . . . . . . . . . . . . . . . . . . . . . . . . . .52
Chapter 7
Dr. Lu’s Patients Have the Right
to Be Tall (or do they?) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Science+Literacy for Health
Human Genome Project Advisory Board . . . . . . . . . . . . . . . . . . . . .82
6
Acknowledgments
I am not a science writer by trade. In order to write this book, I first
had to study up on genetics and the issues involved. Then I had to try to
explain them in a way that other newcomers to the subject could
understand, without making terrible errors. It was a difficult task!
I am therefore indebted to the members of the AAAS Advisory Panel
(listed on page 82). At an all-day meeting in the spring of 1995, they
steered my away from my original outline toward the book you find
here. Many months later, several panel members provided very useful
reviews of the manuscript. For this, I would like to thank Ruth Allen,
Jeffrey Botkin, Ron Cole-Turner, Robert Cook-Deegan, and Joan Weiss.
From the AAAS, Mark Frankel, Jerry Bell, and Shirley Malcom provided
detailed critiques, as did Daniel Drell of the Department of Energy’s
Human Genome Program. Dr. Drell and Dr. Cook-Deegan are to be
thanked especially for their painstaking reviews of the second draft.
Finally, my colleague from the literacy field, Mike Fox, provided a
“plain-language” edit that seemed excessive when I first saw the pen
marks, but proved on the mark, as usual.
It should be noted that in addition to the publications cited in the
bibliography, the Washington Post’s coverage of this fast-changing topic
assisted my genetics education. I also looked at Science and Human
Genome News (which were useful when I could u.
Organ cloning project revised
Lukas P, Organ Cloning, period 3, 11 slides (first slide blank) - Please disregard my previous upload. I uploaded wrong version. The correct version is called Organ Cloning Project Revised.
Stem cell project
The document discusses several topics related to genetics including heredity, genetic disorders, stem cell research, and arguments for and against stem cell research. It explains that traits are controlled by dominant, recessive, or co-dominant alleles and are inherited from parents. The Human Genome Project sought to map all human genes. Genetic disorders can be single gene, chromosomal, or multifactorial. Stem cell research offers potential cures but also raises ethical issues. Both proponents and opponents of stem cell research are discussed.
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The document discusses several topics related to genetics including:
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The document discusses the nature vs nurture debate in the context of twin studies and the development of personality. It provides details on several twin studies that have been conducted to examine the role of genetics and environment in traits like intelligence, mental disorders, cancer risk, and personality. The studies generally find that both genetic and environmental factors contribute to individual differences, though the relative impact of each varies depending on the specific trait.
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This document outlines chapters from a psychology textbook on nature, nurture, and human diversity. It discusses topics like behavior genetics and twin studies, evolutionary psychology, parental and peer influences, cultural influences, gender development, and reflections on the interplay between nature and nurture in shaping human traits and behaviors. Key points covered include how genes and environment both contribute to individual differences; how natural selection may have influenced certain human traits; and how culture, parenting, and peers impact development and diversity across and within groups.
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This document discusses invitro fertilization (IVF) and pre-implantation genetic diagnosis (PGD). PGD involves testing embryos for genetic diseases prior to implantation. It can reduce miscarriage rates and allow parents to select embryos without diseases. However, it also enables selection for non-medical traits and rejection of embryos deemed "undesirable," raising ethical issues around eugenics, discrimination, and defining moral status of embryos. The document examines perspectives from various worldviews including rights ethics, utilitarianism, religion, and law on matters concerning IVF, PGD, embryo research, and genetic selection.
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The document discusses various topics related to genetics and stem cell research including:
- The goals of the Human Genome Project which aimed to map all human genes between 1990-2003.
- Ethical, legal and social implications of the project including issues around genetic privacy and discrimination.
- Three types of genetic disorders - single gene, chromosomal abnormalities, and multifactorial disorders.
- The use of genetic counseling and karyotypes to understand genetic risks.
- Arguments for and against embryonic stem cell research focusing on when human life begins and whether embryos should be used for medical research.
Nature-Nurture (Heredity vs environment) Backgro.docx
Nature-Nurture
(Heredity vs environment)
Background
It has long been known that certain physical characteristics are biologically determined by
genetic inheritance. Colour of eyes, straight or curly hair, pigmentation of the skin and certain
diseases (such as Huntingdon’s chorea) are all a function of the genes we inherit. Other physical
characteristics, if not determined, appear to be at least strongly influenced by the genetic make-
up of our biological parents. Height, weight, hair loss (in men), life expectancy and vulnerability
to specific illnesses (e.g. breast cancer in women) are positively correlated between biologically
related individuals. These facts have led many to speculate as to whether psychological
characteristics such as behavioural tendencies, personality attributes and mental abilities are also
“wired in” before we are even born.
Those who adopt an extreme heredity position are known as nativists. Their basic assumption is
that the characteristics of the human species as a whole are a product of evolution and that
individual differences are due to each person’s unique genetic code. Characteristics and
differences that are not observable at birth, but which emerge later in life, are regarded as the
product of maturation. That is to say we all have an inner “biological clock” which switches on
(or off) types of behaviour in a pre programmed way. The classic example of the way this affects
our physical development is the bodily changes that occur in early adolescence at puberty.
However nativists also argue that maturation governs the emergence of attachment in infancy,
language acquisition and even cognitive development as a whole.
At the other end of the spectrum are the environmentalists – also known as empiricists (not to be
confused with the other empirical / scientific approach). Their basic assumption is that at birth
the human mind is a tabula rasa (a blank slate) and that this is gradually “filled” as a result of
experience (e.g. behaviourism). From this point of view psychological characteristics and
behavioural differences that emerge through infancy and childhood are the result of learning. It is
how you are brought up (nurture) that governs the psychologically significant aspects of child
development and the concept of maturation applies only to the biological. So, when an infant
forms an attachment it is responding to the love and attention it has received, language comes
from imitating the speech of others and cognitive development depends on the degree of
stimulation in the environment and, more broadly, on the civilisation within which the child is
reared.
In practice hardly anyone today accepts either of the extreme positions. There are simply too
many “facts” on both sides of the argument which are inconsistent with an “all or nothing” view.
So instead of asking whether child development is down to nature or nurture the question has
been reformulated as .
Genetics research template_1_
1) Traits controlled by dominant alleles will always be expressed when the allele is present, while recessive traits only appear if no dominant alleles are present. Co-dominant alleles are neither dominant nor recessive and both alleles are expressed in offspring.
2) Geneticists use Punnett squares to determine all possible outcomes from genetic crosses and the probability of particular traits being expressed in offspring. The squares show how parental alleles combine.
3) The Human Genome Project aimed to sequence all human genes to better understand disease inheritance and find cures, but raised ethical debates around possibilities like designer babies.
Genetics research template_1_
1) Traits controlled by dominant alleles will always be expressed when the allele is present, while recessive traits only appear if no dominant alleles are present. Co-dominant alleles are neither dominant nor recessive and both alleles are expressed in offspring.
2) Geneticists use Punnett squares to determine all possible outcomes from genetic crosses and the probability of particular traits being expressed in offspring. The squares show how parental alleles combine.
3) The Human Genome Project aimed to sequence all human genes to better understand disease inheritance and find cures, but raised ethical debates around possibilities like designer babies.
Genetics research
The document discusses both arguments for and against designer babies. It provides examples of how genetic screening could reduce risks of diseases but also how parents may want to select traits like gender, appearance, and intelligence. The conclusion argues that funding designer babies could create a better world by reducing crimes if parents are happy with their children's traits.
YourGenes,YourChoicesby Catherine BakerExplorin.docx
Your
Genes,
Your
Choices:
by Catherine Baker
Exploring the
Issues Raised by
Genetic Research
5
Table of Contents
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Chapter 1
Martin Needs Medical Treatment (or does he?) . . . . . . . . . .9
Chapter 2
Priya Should Find Out if She
Has Inherited a Fatal Disease (or should she?) . . . . . . . . . .14
Chapter 3
Howard’s Health Is Up to Him (or is it?) . . . . . . . . . . . . . . .26
Chapter 4
Carlos and Mollie Can Have a
Perfectly Healthy Baby (or can they?) . . . . . . . . . . . . . . . . . .35
Chapter 5
Donita Should Cooperate
with the Police (or should she?) . . . . . . . . . . . . . . . . . . . . . . . . . .45
Chapter 6
John and Elsa Will Profit from
Biotech Farming (or will they?) . . . . . . . . . . . . . . . . . . . . . . . . . .52
Chapter 7
Dr. Lu’s Patients Have the Right
to Be Tall (or do they?) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Science+Literacy for Health
Human Genome Project Advisory Board . . . . . . . . . . . . . . . . . . . . .82
6
Acknowledgments
I am not a science writer by trade. In order to write this book, I first
had to study up on genetics and the issues involved. Then I had to try to
explain them in a way that other newcomers to the subject could
understand, without making terrible errors. It was a difficult task!
I am therefore indebted to the members of the AAAS Advisory Panel
(listed on page 82). At an all-day meeting in the spring of 1995, they
steered my away from my original outline toward the book you find
here. Many months later, several panel members provided very useful
reviews of the manuscript. For this, I would like to thank Ruth Allen,
Jeffrey Botkin, Ron Cole-Turner, Robert Cook-Deegan, and Joan Weiss.
From the AAAS, Mark Frankel, Jerry Bell, and Shirley Malcom provided
detailed critiques, as did Daniel Drell of the Department of Energy’s
Human Genome Program. Dr. Drell and Dr. Cook-Deegan are to be
thanked especially for their painstaking reviews of the second draft.
Finally, my colleague from the literacy field, Mike Fox, provided a
“plain-language” edit that seemed excessive when I first saw the pen
marks, but proved on the mark, as usual.
It should be noted that in addition to the publications cited in the
bibliography, the Washington Post’s coverage of this fast-changing topic
assisted my genetics education. I also looked at Science and Human
Genome News (which were useful when I could u.
Organ cloning project revised
Lukas P, Organ Cloning, period 3, 11 slides (first slide blank) - Please disregard my previous upload. I uploaded wrong version. The correct version is called Organ Cloning Project Revised.
Stem cell project
The document discusses several topics related to genetics including heredity, genetic disorders, stem cell research, and arguments for and against stem cell research. It explains that traits are controlled by dominant, recessive, or co-dominant alleles and are inherited from parents. The Human Genome Project sought to map all human genes. Genetic disorders can be single gene, chromosomal, or multifactorial. Stem cell research offers potential cures but also raises ethical issues. Both proponents and opponents of stem cell research are discussed.
Similar to GATTACA teacher demo p pt (20)
Nature-Nurture (Heredity vs environment) Backgro.docx
Nature-Nurture (Heredity vs environment) Backgro.docx
YourGenes,YourChoicesby Catherine BakerExplorin.docx
YourGenes,YourChoicesby Catherine BakerExplorin.docx
GATTACA teacher demo p pt
- 1. Science or Science Fiction? Karen Fisher Spring 2013 http://www.dvdvcdplaza.com/cdimages/eng_gattaca.jpg
- 2. The Plot (6, 7) Futuristic Professionaland social standing determined at birth by genetic analysis Vincent ◦ an “In-Valid” ◦ A custodian ◦ Takes the place of Jerome ◦ Goal is to travel in space
- 3. Vincent Jerome (Ethan Hawke) (Jude Law) Born with a congenital heart “perfectgenetic specimen” (6) defect Crippled in car accident Predicted to die by age 30 Who’s Who? (5)
- 4. 30.2 Years . . . (10)
- 5. Science Fiction Science Genetic testing at birth Genetic testing based on Life expectancy history of family determined Life expectancy tables Environment affects Environment vs. Genetics?? Vincent’s destiny – kind of . . . . (5)
- 6. Genetic Testing (4, 8) Carrier screening Pre-implantation genetic diagnosis of embryos Prenatal diagnostic testing Newborn screening Presymptomatic & confirmational testing on adults ◦ Huntington’s ◦ Alzheimer’s Over 1,000 tests available
- 7. The Human Genome Mapped (9)
- 8. How Long Do You Have? (1)
- 9. Nature vs. Nurture Isa person’s genetic makeup the sole determinant of who a person will be? Does the environment influence a person’s development? What do you think? Some biologists believe that “we are who we are because of our genes.” (3)
- 10. Berkowitz believes . . . (2) Genes alone rarely predict human behavior One faulty gene can dramatically change one’s behavior or physiology Gene expression is influenced by ◦ interactions of genes ◦ proteins, foods, hormones ◦ life experiences Can’t quantify the effects of genetics or the environment on “thoughts, emotions or behaviors” Bottom line: in the nature vs. nurture argument, scientific studies are inconclusive
- 11. “Nature vs. Nurture Revisited” (3) Certain genes already identified associated with some diseases like cancer, diabetes, hypertension, Alzheimer’s Everyone has “predisposing genetic flaws” which can be used to predict disease risks. “Without laws prohibiting genetic discrimination, society may soon begin penalizing people with 'bad' genes.” Could you be denied a job, health insurance, life insurance or medical treatment because of “bad genetics?”
- 12. Heredity & the Environment Interact (3) People with perfect pitch often have family members with the same gift Studies at the University of California show ◦ that the perfect pitch trait is highly inheritable ◦ musical training before age 6 is necessary to develop the perfect pitch
- 13. Can the Human Spirit Overcome Genetic Destiny? “Consider God’s handiwork; who can straighten what He hath made crooked?” Ecclesiastes 7:13 (7) “Inot only think that we will tamper with mother nature. I think mother nature wants us to.” Willard Gaylin (7)
- 14. In reality . . . Now . . . Genetic testing? Yes Genetic testing on everyone? No Social standing and profession based on genetics? No Estimate life expectancy? Yes Interaction between the environment and genetics? Probably, but not definite.
- 15. Do you think GATTACA is a glimpse at the future? Will we eventually do genetic testing on children at birth? For what reasons is it acceptable?
- 16. Works Cited 1. "Actuarial Life Table." The United States Social Security Administration. 19 Apr. 2010. Web. 27 Feb. 2011. <http://www.ssa.gov/OACT/STATS/table4c6.html>. 2. Berkowitz, Ari. "Our Genes, Our Selves." BioScience 46.1 (1996): 42+. Serendip. 3 Sept. 1996. Web. 24 Feb. 2011. <http://serendip.brynmawr.edu/gen_beh/Berkowitz.html>. 3. Davies, Kevin. "NOVA Online | Cracking the Code of Life | Nature vs Nurture Revisited." PBS: Public Broadcasting Service. 2001. Web. 25 Feb. 2011. <http://www.pbs.org/wgbh/nova/genome/debate.html>. 4. Emma-Jane. "Human Spirit :: The Gattaca Fanlisting." Dreamhost, n.d. Web. 25 Feb. 2011. <http://audiohype.net/gattaca/movie.php>. 5. Garykmcd. Gattaca (1997) - Plot Summary." The Internet Movie Database (IMDb). Amazon.com, n.d. Web. 24 Feb. 2011. <http://www.imdb.com/title/tt0119177/plotsummary>.
- 17. Works Cited (2) 6. GATTACA. Dir. Andrew Niccol. Perf. Ethan Hawke, Jude Law, Uma Thurman. Columbia Pictures, 1997. DVD. 7. "Gene Testing." Oak Ridge National Laboratory. U.S. Department of Energy Genome Program's BERIS, 17 Sept. 2010. Web. 27 Feb. 2011. <http://www.ornl.gov/sci/techresources/Human_Genome/medicine/ genetest.shtml>. 8. "GTL Image Gallery Office of Science." Genomics.energy.gov--genome Programs of the U.S. Department of Energy. U. S. Department of Energy, n.d. Web. 26 Feb. 2011. <http://genomics.energy.gov/gallery/>. 9. "Image Gallery Gateway." Gateway to U.S. DOE Biological and Environmental Research Image Galleries. Biological and Environmental Research Information Systems (BERIS), n.d. Web. 26 Mar. 2013. 10. YouTube - Gattaca - 30.2 Years. Dir. Andrew Niccol. Perf. Ethan Hawke, Jude Law, Uma Thurman. Columbia Pictures, 1997. YouTube - Broadcast Yourself. n.d. Web. 27 Feb. 2011. <http://www.youtube.com/watch?v=48-hnujqpoA>.