Primary Sources (first-hand research): I plan on interviewing my past physics teacher,who has a PhD in science and has worked in many major scientific advances in Russia. I will ask him questions such as:
-what could the downside be of cloning, stem cell, and A.I.?
-how close do you believe we are to achieving any of the above to their fullest?
-what are potential positives of stem cell, cloning, and A.I.?
-do you think there should be a limit set on how far science can advance?
-what limits are already set?
Secondary Sources: I will examine the laws already in place in the U.S. that limit scientfic advances, examine what progress has already been made in cloning, stem cell, A.I., examine the counter arguements and what groups oppose or support scientific advances.
Monday, October 29, 2007
Friday, October 26, 2007
Roles for Research
Should the United States limit scientific advances? Advocate in a Controversy
What is the current view of experts on scientifc advances, such as A.I., stem cell, and cloning? Synthesizer of Current Best Thinking on a Problem
What are the current arguements for and agaisnt cloning, stem cell, and A.I.? Reviewer of a Controversy
What is the current view of experts on scientifc advances, such as A.I., stem cell, and cloning? Synthesizer of Current Best Thinking on a Problem
What are the current arguements for and agaisnt cloning, stem cell, and A.I.? Reviewer of a Controversy
Progress Report
What I have learned so far...
There is a lot of information regarding cloning and stem cell, but most opinions on it are either fully for it or fully against it. Some of the information is very technical, too far over my head, and others are a little to basic as to what is exactly being done in the process of cloning or stem cell.
What do I still need/want to know as I shift to library research?
I really want to know the threats that cloning, stem cell, and A.I. pose to the world. I might have to take a more philosophical/ethnical approach. I still need to get a better grasp on the details of the science.
There is a lot of information regarding cloning and stem cell, but most opinions on it are either fully for it or fully against it. Some of the information is very technical, too far over my head, and others are a little to basic as to what is exactly being done in the process of cloning or stem cell.
What do I still need/want to know as I shift to library research?
I really want to know the threats that cloning, stem cell, and A.I. pose to the world. I might have to take a more philosophical/ethnical approach. I still need to get a better grasp on the details of the science.
Wednesday, October 24, 2007
Friday, October 19, 2007
Key Research Terms
stem cell
cloning
Artificial Intelligence
stem cell controversy
genetics
cryobiology
cognitive science
transhuman
For a possible interview, I will contact my old physics teacher, Dr. Baron, who was a scientist and worked in Russia on many different projects.
cloning
Artificial Intelligence
stem cell controversy
genetics
cryobiology
cognitive science
transhuman
For a possible interview, I will contact my old physics teacher, Dr. Baron, who was a scientist and worked in Russia on many different projects.
Plans for Research Paper
Plans to Do:
Audience: voters, college students
Purpose: Inform people of the progress science is making or is close to making, and future goals that want to be achieved. I want to illustrate a world that would have no limits on scientific advances and show how severly life could change. I will also argue that it is possible for science to go too far and that limits need to be set to protect life and ethics and that it is possible that we have already gone too far.
Wednesday, October 17, 2007
Refining Research Topic: Scientific Advances
Would the benefits of scientific advances, outweigh the possible shortcomings?
Is it moral to clone, create A.I., and/or use stem cell?
How far should scientific advances be allowed to go before a limit should be set, have we already past that line, or is there no need for a limit?
How necessary are all the scientific advances we are trying to make? Are the advantages worth pursuing? (cloning, A.I., Stem Cell)
How should the advances be used, should we be able to create clones, A.I., etc. and not use them fully or should we mainstream all scientific break throughs?
What negative effects could stem from scientific advances? (Matrix theory, robots taking over, play God, etc.)
What are the advantages of having unlimited scientific resources? (no limit on scientific advances)
Is it moral to clone, create A.I., and/or use stem cell?
How far should scientific advances be allowed to go before a limit should be set, have we already past that line, or is there no need for a limit?
How necessary are all the scientific advances we are trying to make? Are the advantages worth pursuing? (cloning, A.I., Stem Cell)
How should the advances be used, should we be able to create clones, A.I., etc. and not use them fully or should we mainstream all scientific break throughs?
What negative effects could stem from scientific advances? (Matrix theory, robots taking over, play God, etc.)
What are the advantages of having unlimited scientific resources? (no limit on scientific advances)
Monday, October 15, 2007
Possible Research Topics
Part I: Exploration
1. Identify the issue or problem that you plan to focus on in your research project.
Scientific advances, When should we draw a line on how far science can go, are we already past were the line should be drawn, should there not even be a limit?
2. What is your personal connection to and interest in this topic?
I'm in philosphy and a lot of examples that we use in class deal with how far science can go. I have my own personal beliefs, but I notice that the more I learn about the topic, the harder it is to actually form an opionin or it becomes a lot easier to.
3. What opinions do you already hold about this topic?
I think we need to have a limit on how far science can go in certain areas, and that our advances in science should be looked at carefully before we allow them to be used massively.
4. What knowledge do you already have about this topic. What are your main questions about this topic? What are you most curious about?
I know basics about it, but not a lot of details. I'll probaly focus on cloning, AI, and possibly stem cell.
1. Identify the issue or problem that you plan to focus on in your research project.
Scientific advances, When should we draw a line on how far science can go, are we already past were the line should be drawn, should there not even be a limit?
2. What is your personal connection to and interest in this topic?
I'm in philosphy and a lot of examples that we use in class deal with how far science can go. I have my own personal beliefs, but I notice that the more I learn about the topic, the harder it is to actually form an opionin or it becomes a lot easier to.
3. What opinions do you already hold about this topic?
I think we need to have a limit on how far science can go in certain areas, and that our advances in science should be looked at carefully before we allow them to be used massively.
4. What knowledge do you already have about this topic. What are your main questions about this topic? What are you most curious about?
I know basics about it, but not a lot of details. I'll probaly focus on cloning, AI, and possibly stem cell.
Wednesday, October 3, 2007
Works Cited
MLA: arts/humanity/philosophy
APA: ethical/social science
CBE: Bio/Nat Science
Cawthon, W. S. (2007). Hidden Benefits and Unintended Consquences of No Child Left Behind Policies for Students Who are Deaf or Hard of Hearing. American Educational Research Journal, 44, 460-492. Retrieved October 1, 2007, from http://aer.sagepub.com/cgi/reprint/44/3/460
Goodwin, B. (2003). Digging Deeper: Where Does the Public Stand on Standards-based Education?. Mid-continent Research for Education and Learning Issue Briefs, 1-7. Retrieved October 1, 2007 from http://sif.edreform.net/download/98/C:/Documents%20and%20Settings/Larry%20Fruth/Desktop/SIF%20CoP%20Development_files/Tool%20Resources/SBE/MCREL%20Public%20and%20SBE.pdf
Hanushek, E and Raymond, M. (2003, Summer). High-Stakes Research. Education Next. Retrieved October 1, 2007, from http://www.hoover.org/publications/ednext/3347781.html
Ryan J. E. (2004). The Preverse Incentives of The No Child Left Behind Act. Law Review, 79, 932-989. Retrieved October 1, 2007, from
http://www.law.nyu.edu/journals/lawreview/issues/vol79/no3/NYU303.pdf
Uzzell A. L. (2005). No Child Left Behind: The Dangers of Centralized Education Policy. Policy Analysis, 544, 1-28. Retrieved October 1, 2007, from http://www.cato.org/pubs/pas/pa544.pdf
APA: ethical/social science
CBE: Bio/Nat Science
Cawthon, W. S. (2007). Hidden Benefits and Unintended Consquences of No Child Left Behind Policies for Students Who are Deaf or Hard of Hearing. American Educational Research Journal, 44, 460-492. Retrieved October 1, 2007, from http://aer.sagepub.com/cgi/reprint/44/3/460
Goodwin, B. (2003). Digging Deeper: Where Does the Public Stand on Standards-based Education?. Mid-continent Research for Education and Learning Issue Briefs, 1-7. Retrieved October 1, 2007 from http://sif.edreform.net/download/98/C:/Documents%20and%20Settings/Larry%20Fruth/Desktop/SIF%20CoP%20Development_files/Tool%20Resources/SBE/MCREL%20Public%20and%20SBE.pdf
Hanushek, E and Raymond, M. (2003, Summer). High-Stakes Research. Education Next. Retrieved October 1, 2007, from http://www.hoover.org/publications/ednext/3347781.html
Ryan J. E. (2004). The Preverse Incentives of The No Child Left Behind Act. Law Review, 79, 932-989. Retrieved October 1, 2007, from
http://www.law.nyu.edu/journals/lawreview/issues/vol79/no3/NYU303.pdf
Uzzell A. L. (2005). No Child Left Behind: The Dangers of Centralized Education Policy. Policy Analysis, 544, 1-28. Retrieved October 1, 2007, from http://www.cato.org/pubs/pas/pa544.pdf
Tuesday, October 2, 2007
What the public says about what they say
In his article, "Digging Deeper: Where Does the Public Stand on Standards-based Education?", Bryan Goodwin discusses how the No Child Left Behind Act does not meet all the needs communities would like the see in public schools. He discusses his point through research done by McREL to see what the public is saying about what the policymakers are doing. According to NCLB, "schools must demonstrate that 100 percent of their students test at proficient levels on statewid assessments by 2013-2014" (Goodwin 1).
Goodwin addresses that there are commonly two views on the NCLB, either that it will force schools to take all students seriously and be a positive effect or that it is unrealistic and could lead to tons of state takeovers and closures of public schools. But Goodwin argues that both these opinions come from the "theys", the policy makers and school officials, not the parents, communities or students.
Through the research, it was found that majority of communitiy members agree with the basic outline of the NCLB, there should be standards and accountability. And they even agree that the best way to test these are through test, but they don't think it should stop there. Communities have a slightly different take on accountability then state officials. Communties believe that schools being more responsive and open to parents and communities is also a large part of accountability, everything should not be geared towards the officials.
The biggest problem communities see with public schools have little to do with the standards and academics but more with community involvemnet, student safety and values. As Goodwin sites, a concerned community member said, "We have to figure out how to get the communitiy involved. Students need to know people care about them...education is the responsibilty of not just schools, but the entire community" (6).
Goodwin concludes his points by agreeing that NCLB supports what the public wants, but does not meet all the needs.
Goodwin addresses that there are commonly two views on the NCLB, either that it will force schools to take all students seriously and be a positive effect or that it is unrealistic and could lead to tons of state takeovers and closures of public schools. But Goodwin argues that both these opinions come from the "theys", the policy makers and school officials, not the parents, communities or students.
Through the research, it was found that majority of communitiy members agree with the basic outline of the NCLB, there should be standards and accountability. And they even agree that the best way to test these are through test, but they don't think it should stop there. Communities have a slightly different take on accountability then state officials. Communties believe that schools being more responsive and open to parents and communities is also a large part of accountability, everything should not be geared towards the officials.
The biggest problem communities see with public schools have little to do with the standards and academics but more with community involvemnet, student safety and values. As Goodwin sites, a concerned community member said, "We have to figure out how to get the communitiy involved. Students need to know people care about them...education is the responsibilty of not just schools, but the entire community" (6).
Goodwin concludes his points by agreeing that NCLB supports what the public wants, but does not meet all the needs.
Monday, October 1, 2007
NCLB links
http://www.law.nyu.edu/journals/lawreview/issues/vol79/no3/NYU303.pdf
http://www.hoover.org/publications/ednext/3347781.html
http://sif.edreform.net/download/98/C:/Documents%20and%20Settings/Larry%20Fruth/Desktop/SIF%20CoP%20Development_files/Tool%20Resources/SBE/MCREL%20Public%20and%20SBE.pdf
http://www.cato.org/pubs/pas/pa544.pdf
https://www.whitehouse.gov/news/reports/no-child-left-behind.pdf
http://aer.sagepub.com/cgi/reprint/44/3/460
http://www.hoover.org/publications/ednext/3347781.html
http://sif.edreform.net/download/98/C:/Documents%20and%20Settings/Larry%20Fruth/Desktop/SIF%20CoP%20Development_files/Tool%20Resources/SBE/MCREL%20Public%20and%20SBE.pdf
http://www.cato.org/pubs/pas/pa544.pdf
https://www.whitehouse.gov/news/reports/no-child-left-behind.pdf
http://aer.sagepub.com/cgi/reprint/44/3/460
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