Genetically engineered trees Essay Example | Topics and Well Written Essays - 500 words

Genetically engineered trees - Essay Example Evaluating the risks against the potential gain from this science can aid us in reaching a reasonable conclusion about the safety of engineered trees and the caution needed to pursue this science. The possibility of genetically engineered paper has been possible since 1998 when a team of researchers at Michigan State University engineered an aspen tree to produce higher-grade paper pulp (Lubick). The economic pressure to initiate large-scale transgenic tree plantations is enormous and according to Lubick, "[...] trees are the next big crop plant". The paper and lumber industry stands to reap hundreds of millions of dollars in profits from the increased pulp and wood production that is available from these trees (Lubick). The pressure from business, and the ability of the trees to cross pollinate for hundreds of miles, places us dangerously close to spreading the new genetic species globally on a massive scale. Critics argue that once the new genetic strains are turned loose in the wild, there will be no turning back. Trees that create their own pesticides may kill off desirable insects and leave the forest unable to support wildlife ("Genetic Engineering"). Trees that are resistant to pests and disease may take over parks and national forests with a "kudzu-like threat" ("Genetic Engineering").

Welcome Activity. Classroom Atmosphere Essay Example | Topics and Well Written Essays - 1000 words

Welcome Activity. Classroom Atmosphere - Essay Example It is not easy for middle school or high school students to practice respect, but if the teacher is respectful, it is almost guaranteed that the students will be respectful. Also, I will attempt to make all the students feel as if they are a key component of the class. I will encourage students to utter only constructive things about others. It is difficult to establish a safe and secure environment when there is the presence of disparage. I will also establish a system of consequences and rewards. This system will be used to assess student behavior (Kees, 2003). Question 2 I will create a positive learning atmosphere by getting to know every student as early as possible after the first meeting. I will encourage the students to write a biography or complete a survey. This will help provide essential information that will assist to support and teach the students. I will try spending a considerable amount of time with students on a daily basis. This will help establish personal associa tions with the students. I will design the classroom with several positive quotes and messages. This will make students develop a sense and a feeling of greatness in the future. In addition, I will do everything to make the classroom cheerful and comfortable. For example, I will provide inspiration art work, motivational speeches, and anything positive that will influence the students’ performance (Griffin, 1997). I will give regular, positive response. This will show that I notice their attempts and realize their outstanding work. Question 3 While time is a large factor for teachers, paying attention to students’ social and emotional requirements is an investment. If students feel insecure or threatened, it will be difficult to perform classroom activities well. I will dedicate some time for students to make them understand that mistakes form the basis of learning processes. In addition, I will encourage regular class meetings for students to air their views and commu nicate their worries. I will also ask questions, develop a rapport with students, and provide assistance and comprehension to the students’ unique situations. For those students with issues and responsibilities at home, I will discuss with the students about their issues and responsibilities (Griffin, 1997). Also, I will listen to their issues and show them that they have my support. I will establish an environment that is free from humiliation or fear by developing clear prospects of the learning results.   Question 4 I will promote a feeling of student ownership by developing a community feeling in the classroom. This will help lessen the feeling of authoritarian hierarchy and give students the ability to feel they are an essential component of the class. Developing extracurricular activities will assist advance interaction between teacher and student, and student and student. This will develop a sense of student ownership in the classroom. For example, I will design an a rt activity and subdivide the students into units. A student from each unit will be the group leader for the art activity. This will develop a sense of team work and ownership among students. In addition, I will set time to have encounters with students (Kiselica, 1999). This will help in their daily lives. These minor, life links create an environment that promotes student ownership in academics. Question 5 I will provide the meaning of empathy to the students. Explaining to students that empathy requires the identification and sharing the feelings of other people. I will also show pictures that express a number of positive and negative emotions. The students will be