mcb-bio-50-week-6-terms

mcb-bio-50-week-6-terms - regarding use of embryos in hESC...

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MCD Bio 50 – Spring 2009 Week 6 (Lectures 11 and 12) K.Carameli, TA In Vitro Fertilization (IVF) Define IVF How is IVF done – what is the process (start to finish) for creating IVF embryos? What are the challenges/problems with this method? What are the options for “spare” embryos? PGD vs. PGS – what is the purpose of these screening tests? Abortion Roe v. Wade – what did this federal legislation decide regarding abortion in the U.S.? How the legislation change across the different trimesters of pregnancy? What are the similarities and differences between the abortion and hESC research debates? hESC Ethical Debate Core issues of the hESC debate Understand what the general ethical objections are surrounding hESC research. Policies associated with hESC research Understand how each of these policy viewpoints differ in what they do/do not allow
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Unformatted text preview: regarding use of embryos in hESC research. • Restrictive • Compromise • Moderate • Permissive Understand the Restrictive vs. Gradualist viewpoints on hESC research. For example: • What rights are assigned to an embryo under each viewpoint? When might these rights begin? • How does each viewpoint consider human or embryo “potentiality”? o HINT: Restrictive = absolute potentiality, Gradualist = actual potentiality • How do these viewpoints consider “protection” of the embryo? What do they agree and disagree on? o HINT: Restrictive = individua l status, Gradualist = degrees of protection Read the Lizza article and understand the two main arguments he makes about potentiality. (See Blackboard under “Readings” then the “Ethical Debate” heading)...
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This note was uploaded on 04/25/2010 for the course MCD BIO 269151201 taught by Professor Christianmyer during the Spring '09 term at UCLA.

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