Biofortification As A Solution Of World Hunger - Free Essay Example

Sample details Pages: 2 Words: 679 Downloads: 8 Date added: 2019/05/29 Category Science Essay Level High school Tags: World Hunger Essay Did you like this example? Across the globe people are facing hunger everyday, suffering from micronutrient deficiencies leading to sickness and death. The cause of this issue is usually intertwined with low economic status and the inability to obtain a balanced diet full of the necessary vitamins and minerals needed by the human body. Biofortification offers a cost effective, sustainable and attainable way for these people to rise out of starvation. Micronutrients are an essential part of the human diet. They are defined as vitamins and minerals necessary for growth and physical wellness in very small yet imperative amounts (Micronutrients.). They allow for the production of developmental substances needed for growth such as hormones. Important systems such as the cardiovascular, circulatory and immune system depend on the intake of micronutrients to remain functioning and healthy (Merz, Beverly). Some micronutrients are manufactured by your body, however there are almost thirty different vitamins and minerals considered to be essential nutrients that your body can not produce (Merz, Beverly). These are known as essential micronutrients because they must be included in a personrs diet. Failure to consume a well balanced diet containing all of these micronutrients results in what is known as micronutrient deficiency. Micronutrient deficiency, or hidden hunger as it is commonly referred to, can lead to tremendous health issues and even death. Countless amounts of ailments can be attributed to the lack of a single micronutrient (Merz, Beverly). Don’t waste time! Our writers will create an original "Biofortification As A Solution Of World Hunger" essay for you Create order One of the earliest micronutrient deficiencies observed was in British sailors who went months for a time without fruits or vegetables. Their lack of vitamin C, an essential micronutrient, lead to what was called scurvy (Merz, Beverly). Micronutrient deficiencies are existent in high income countries, but are most prevalent in poverty ridden countries (Biesalski, Hans). Because the required amount of micronutrients is so minuscule, it is hard to detect early signs of inadequacy. This makes hidden hunger dangerous because it can not be treated until diseases are already in development (Biesalski, Hans). Iron, vitamin D, iodine and folate deficiency are just a few of the worldwide issues (Biesalski, Hans). Failure to consume all the essential micronutrients can lead to problems with growth, problems with mental development, and high risk of infection. Just as humans need these essential vitamins and minerals to stay healthy, plants will thrive when presented with adequate nutrient sources as well. Biofortification works to improve the nutritional integrity of plants during the growing process instead of individually injecting nutrients into food products (Singh, Ummed). This is done through both plants breeding and genetic modification. Plants are altered so that they can produce more nutrients for themselves, making them richer in micronutrients (Singh, Ummed). Because these crops are altered during growth, the seeds they produce are able to pass down the fortification from generation to generation. This means that only a one time cost is necessary for a lifetime of nutrient rich crops. This process highly enhances food quality, packing food with nutrients from the start. Biofortification is thought to be the best solution to world hunger for many reasons. Since it only requires a one time investment, it is highly cost effective. The seeds produced from the altered plants carry the influenced genetic information, meaning no additional efforts are needed to keep the crops rich in nutrients. The nutritional quality of staple crops that are most widely consumed by poverty ridden areas such as wheat and corn can be increased to give the consumer a balanced diet from food they already rely on. Work Cited Micronutrients. World Health Organization, World Health Organization, 28 Jan. 2015, www.who.int/nutrition/topics/micronutrients/en/. Merz, Beverly. Micronutrients Have Major Impact on Health. Harvard Health Blog, Harvard Health Publishing, 2018, www.health.harvard.edu/staying-healthy/micronutrients-have-major-impact-on-health. Biesalski, Hans. Micronutrients in the Life Cycle: Requirements and Sufficient Supply. NeuroImage, Academic Press, 27 Mar. 2018, www.sciencedirect.com/science/article/pii/S2352364617300846?via%3Dihub. Singh, Ummed. Biofortification of Food Crops. PDS SSO, New Delhi : Springer India, 2016, fcaw.library.umass.edu/F/EY146MX11DFD8CMSEFUFPN3CR9785XFQR9KMC14HK89XGD1HBT-02468?func=directdoc_library=FCL01doc_number=015131864pds_handle=GUEST.

Essay about Animal Rights - 1553 Words

The issue of animal experimentation is a widely debated topic in the United States. A fundamental question of this debate is whether the functions of animal testing and research are morally and ethically justified. In the viewpoint of the pro-research community, animal testing is a necessary practice. They support this position by stating that humans, instinctually, prioritize their own survival above other animals thus making any use of animals justifiable (Fox 5). The supporters of animal testing believe that it is illogical for humans to place anthropocentric values in animals citing that they can not be moral equals to mankind (Fox 3, 6). The animal rights faction holds belief in different viewpoints against the testing of animals in†¦show more content†¦In todays scientific age, animals are frequently used as a subject of countless experiments. These experiments are used to test the effects of mans diseases, medicines, and products on animals in laboratory to enhance humans knowledge of their own physical and physiological workings. To the animal researcher, this is a necessary function of species survival. Another discussion stated by the pro-research community is the question of morality in animals. It is their view since animals could not, in any capacity, function in a society of autonomous beings (Fox 58). For example, a dog (which is considered an intelligent creature) may understand that certain behaviors may warrant a reward and that some actions will deliver a punishment upon themselves. Its master, in most cases, engrained this mode of logic into the dog through training and conditioning. This is true of most intelligent species, including humans. In contrast, it is the view of the animal researcher that, unlike humans, animals do not have the cognitive ability to make moral judgments. The dog knows not why it is morally right or wrong that its action deserved a response from its master. The animal does not make a moral distinction of being free or bound to man- it is conditioned to behave in response to stimuli it encounters (Fox 57-59). In the eyes of the researcher, animal experimentation is justified by theShow MoreRelatedAnimal Rights And Human Rights923 Words   |  4 Pages Animal Rights â€Å"Nearly as many, 68 percent, were concerned or very concerned about the well-being of animals used in ‘sports’ or contests as well as animals in laboratories (67 percent) (Kretzer, 1).† Many people question whether an animal is capable of thought and emotions. Others feel as though animals are the equivalent of humans and should be treated as such. Since the 1800’s, animal rights has been a topic that has several different sides including two extremes. If animals can react to theirRead MoreThe Debate On Animal Rights910 Words   |  4 PagesThere are two major schools of thought on animal protection. First, is the tenet that animals should have rights and the second, more radical view, is that animals should be liberated. Many of the rights that are promoted for animals are similar to the rights of human democratic societies. The basic rights, which are recommended by a number of advocates, are that animals should be free from suffering, be in posses sion of their own life, and their basic interests should be given the same considerationRead MoreAnimal Rights Essay886 Words   |  4 PagesAnimal rights - moral or legal entitlements attributed to nonhuman animals, usually because of the complexity of their cognitive, emotional, and social lives or their capacity to experience physical or emotional pain or pleasure. (Britannia encyclopedia online, n.d.). The definition of animal rights is so clear to us. 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In other countries animal protection laws are in place that are strictly enforced and seem to work well with the system. In the United States however; some of the animal rights laws are considered to be useless and under-enforced (Animal Legal Historical Center). More people today are beginning to see that animals shouldRead More Animal Rights Essay2330 Words   |  10 PagesAnimals and man have shared this planet since humans first appeared on earth. Animals have provided transportation, food, clothing, shelter, companionship and entertainment throughout the ages. Therefore, it is our duty to treat animals with respect, care and kindness and not cause them undue suffering, because they have, in many ways, made it possible for man to survive on earth. 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Critical Reading Of Professional Literature Free Essays

How do pesticides disrupt food chains? TWO: Review the homework by asking student volunteers to suggest ways one population’s growth can lead to another population’s disappearance during succession. ; Display a blank copy of a K-W-L Chart (ERE, p. GAP-8) on pollution. We will write a custom essay sample on Critical Reading Of Professional Literature or any similar topic only for you Order Now Have students individually complete the chart except for the L column. ; (Teacher Note: The K-W-L Chart will be completed during the Warm-up section of tomorrows lesson, so you may wish to collect it from students for safekeeping. SW: Organize the students in groups of 3-4, and ask each group to write down ways that pollution released into the environment might affect plants or animals in an ecosystem. Have students list as many possibilities as they can think of in five minutes Saba, Subs, cashed, cash, cashed, cash, cash How do populations grow and what factors limit population growth? TWO: Use Figure 4. 3 in GAL., p. 97, to explain how populations grow exponentially. ; Ask students why populations cannot continue to grow endlessly. Explain carrying capacity, using â€Å"Inside Story’ in GAL., p. 98, to illustrate population growth patterns. ; Define and provide examples of limiting factors on populations. Explain that factors that limit one population in a community can also affect other populations (e. G. , populations in the same food chain). Teacher Note: See GAL., up. 68, 97, and 100-101, for examples of limiting factors. SW: Have students study the graph in Figure 4. 8 in GAL., p. 02, and suggest reasons the lynx and hare populations rise and fall together. Explain that population sizes can be controlled by interactions among organisms in a community, including predation, competition, and crowding. INSTRUCTION THURSDAY Saba, chubs, cashed-e, chubs, coaches, cashed How can you model the way ecologists determine the size of an animal population? TWO: Have students brainstorm (ERE, p. GAP-4) the following question for three minutes in groups of 4-5 students: If you had to count all of the squirrels in a park, how would you do it? Have each group decide upon and present one method. Write a word or two on the board to describe each group’s method. Briefly discuss the pros and cons of each idea with students. SW: Ask students to explain why electioneering is effective and to suggest ways that other species of animals (e. G. , owls, wolves) could be marked without harm for recapture. ; Have students answer questions #2-5 of the Analyze and Conclude questions in GAL., p. 109. FRIDAY TWO: Teacher will review limiting factors. SW: Students will be given a quiz on limiting factors. 10/1/12-10/5/12 Saba, CUBIC, Sub, Subs, cash, cash SECT: cells Why is water important? TWO: ; Explain the dependence of all organisms on water for survival. Sub) ; Describe how plants are adapted to use the capillary action of water to obtain ground water. (Subs) ; Read about the properties of water and relate them to organism survival in a graphic organizer. (Cash, Cash) SW: Have students select one of the properties of water discussed in the text and write two or three sentences about how that property is vital for the survival of organisms. Encourage s tudents to use an example that is not discussed in the text to support their claim. Saba, CUBIC, cash, cash How does the interaction of atoms drive life processes? TWO: Explain to students that atoms are the building blocks of all matter, including organisms. Discuss how atoms form compounds and that compounds interact in chemical reactions, upon which life processes depend. Remind students of the dissolving properties of water, emphasizing that a salt dissolving in water is a chemical reaction. SW: Think-pair-share: Water is a substance that is vital to the survival of organisms. List as many vocabulary terms from the lesson that can be applied to water as possible, and explain why each term fits. INSTRUCTION SIB b-c, cash-b, cash, cash How does temperature affect the reaction rates of enzymes? TWO: Review the following terms: chemical reaction, substrate, product. ; DOD Shared Reading (ERE, p. GAP-12), explaining the action of enzymes using the example in GAL., p. 166. Emphasize the specificity of enzymes to specific substrates. Explain that chemical reactions require energy, and enzymes often lower the amount of energy required to carry out a chemical reaction. SW: Describe in a short paragraph the importance of digestive enzymes in the chemical breakdown of food, including an example of a digestive enzyme and its specific role in digestion. How to cite Critical Reading Of Professional Literature, Papers