Thursday January 31: the interview part three

No, we're not doing part three today... I was just making sure you were paying attention.

What you ARE doing is finishing up part two from Tuesday -- which if you will remember, and may I quote myself, is due

"DUE DATE: NOT LATER THAN END OF CLASS ON THURSDAY JANUARY 31"

So let's do it, let's get it done!

Cheers,
Mr. L

Tuesday January 29: the interview part two

DUE DATE: NOT LATER THAN END OF CLASS ON THURSDAY JANUARY 31

OK, so now you have some questions ready for two different "players". For this next step, pick just ONE of these persons or organizations, and try to find some actual answers to your 11 questions for that person

How will you accomplish this? Well, I can think of several possibilities...and being as I'm such a swell guy, here they are:

A) Actual interviews with this person, or a representative of the organization in question.  You can perform a simple search by using the word "interview" plus the name of that person. Likewise, you can probably find a listing of the most important members of an organization by finding their website and then troll through it looking for a membership list. Once you find a name you can use, you can search for that person plus the word "interview"

B) Speaking of websites, these same organization websites often have "FAQ" sections, webpages that have "mission statements" explaining where they stand on various issues, etc etc

C) Another possibility is that these same websites will have a "contact page" where it might be possible to find an email address for a particular person. It is entirely possible that you could send them an email saying that you would like to interview them to get their point of view "for a school project"

D) Also, a "Contact Us" page might have a general form you can fill out where you could ask this same question, and see who -- if anyone -- will get back to you

E) You can also look up "news feeds" such as on Google news (https://news.google.com)  or the BBC  (http://www.bbc.co.uk/news/) or FOX (http://www.foxnews.com/about/rss)  or Reuters (http://www.reuters.com/tools/rss)    These all have a search feature where you might find a news story about the person or organization in question; these news stories might have a quote or a statement of some kind which you also be able to use

OK, that should be able to get you started. Go get 'em!

cheers,
Mr. L

Tuesday January 29: the interview

DUE DATE:  BY THE END OF CLASS TODAY, TUESDAY JANUARY 29

OK, so now you have a list of the "players". Here is what I would like you to do with at least TWO of them:

Pretend you are interviewing them (like the very nice French woman who made this film)

Create a list of not less than 11  in depth, open ended questions you would ask each of them to find out why they do what they do and why they believe and think as they do.

Send this to me by email, with your name and the phrase "the interview" in the subject line

cheers,
Mr. L

I would prefer it if you picked two "players" that might be on opposite sides of various issues, most especially the major topic of GMO foods

Monday January 28: Listing all the "players"

DUE DATE: NOT LATER THAN WEDNESDAY AT 8:00 PM

Greetings, one and all!

Last week, your main task was to answer some questions I had set up for you regarding a film called "The World According to Monsanto". This was a   lengthy process, with many questions involved, so by now, you should have more than a passing familiarity with the main "players" involved. This includes both individuals, as well as organizations, companies and corporations as well as governments and government agencies.

So here is your first assignment today:  send me -- in the body of an email -- a complete list of each of these "players", whether individual or group, along with a brief description of each one

By my count, there's at least two dozen of these "players"... how many can you list?

Cheers,
Mr. L

Thursday January 24: The World According To Monsanto part one

NOTE: THIS ASSIGNMENT IS DUE NOT LATER THAN SATURDAY JANUARY 26 AT 8:00 PM, as is the assignment from the previous class

Greetings, one and all!

Today, we will continue our exploration of "The World According to Monsanto" Please remember that even as you work together to find the answers to the questions below, you will still need to send in your responses as individuals

cheers,
Mr. L

The World According to Monsanto

Questions, round two  (starting at approximately 46 minutes into the film)

According to the film, what has the FDA (Food and Drug Administration, an agency of the U.S. government) been insisting about the safety of GMO derived foods versus their more conventional counterparts?

The FDA claims that there is a “scientific consensus” to support their claims about the safety of GMO foods. What does that actually mean, at least in the sense that it’s given in this film? And, is there an alternative way of achieving this consensus? (Hint: you might want to go over the exchange between the producer of this film and Dr. James Maryanski, starting at about 48:17)

Starting at about minute 51:00, we are introduced to a researcher from Scotland. Besides the obvious question of his name, what exactly was the nature of his research, and what did he originally believe it would demonstrate?

What were the ultimate findings of this research?

What were the scientists involved most upset about: the results of their research, or how they were received by others? Please explain why you take this line of reasoning.

At one point Monsanto was a chemical company, but then it changed to become a Biotechnology company. Who was the Monsanto leader responsible for this? What new motto did he create for Monsanto?

This same leader at one point joined in a conference – through a television uplink -- with a particular group which was concerned about the direction Monsanto was going. What is the name of this group, and what were their concerns?

What was the response of this (former) Monsanto leader to this group’s concerns

Given the percentage of “bio-engineered” soybeans in consumption in the U.S., how successful would you say Monsanto has been in achieving its goals?

Why is it impossible to label foods as being “GM”, that is, genetically modified?

Dioxin is a by product of another chemical once produced by Monsanto. What was that chemical, what was it used for, and what is the connection of this chemical to the war in Vietnam?

Given this fact above, might you have some concerns about RoundUp? (Again, remember what RoundUp does, and how it works)

If Monsanto has “bio-engineered” plants to be resistant to RoundUp, might they wish to do the same with animals? How about humans?

Many Vietnam veterans believe that their exposure to “Agent Orange” during the war has given them much higher rates of cancer. Monsanto has conducted scientific studies which they claim debunk this, prove it to be false. Question: besides Monsanto, what other large organization might benefit from this study’s findings?

What does it mean for Monsanto that their genetically altered soybeans are protected by U.S. patent laws? What are people in general and farmers in particular allowed or not allowed to do with them?

How does Monsanto enforce these patents? What sort of actions do they pursue?

What are the “gene police”? Why does the film say that some farmers are afraid of them?

What if everyone grew only Monsanto’s soybeans? Given the answers you have just provided, what happens if there are literally no other kinds of soybeans being grown?

Are GMOs 100% resistant to all diseases and other problems? Give an example from this film (there was one where they examined a certain crop in India)

How big a percentage of this crop in India is the kind produced by Monsanto?

What kind of economic advantage does this give Monsanto in that part of the world?

If Monsanto owns the seeds, does it “own” the farmers who plant them and grow the crops?

What is meant by transgenic contamination?

How does this affect people trying to grow non-GMO foods?

Are there obvious signs when this contamination happen?

Even if it happens by accident, can independent farmers prove that they weren’t trying to infringe on Monsanto’s patents? If so, how so?

Who might benefit from this contamination?

Tuesday January 22: The World According To Monsanto part one

Updated: NOTE: THIS ASSIGNMENT IS DUE NOT LATER THAN SATURDAY JANUARY 26 AT 8:00 PM
Greetings, one and all, and welcome back!

Today, we are going to continue our section on agriculture with a closer look at what some are calling the "next agricultural revolution". This involves the creation, use and marketing of GMO foods -- Genetically Modified Organism type foods.

In a nutshell, GMOs attempt to do in the laboratory -- by splicing up the DNA of the various foods we eat-- in a few years what it has taken humanity thousands of years previously.

What you will need to do:

I have acquired a copy of the documentary "The World According To Monsanto", which deals directly with this topic. Monsanto is one of the world's leading companies engaged in the creation of GMO foods. I would like you watch this film, and while you are watching, search for the answers to the following questions. Email your results to me with the answers in the main body of the email and your name plus the word "GMO Monsanto" in the subject line

cheers,
Mr. L

PS the woman who created this film has --  at least in my view -- a French accent that is still easy to understand, as well as being extremely pleasant

PPS -- There is a link to a place where you can watch this same documentary online HERE  


0) The first couple of people you see in this film are arguing over whether a product they have is "biodegradable".... what exactly does that mean? Why is it a good thing? And why would a company claim that their product has this good quality if it weren't true?

1) one of the first people you see is an Iowa farmer, talking about a special product that he's growing that was developed by Monsanto. What was the product and what was so great about it?

2) How was this product made... what had to happen to make it happen?

3) The company that makes it is the subject of the film, Monsanto. The Iowa farmer seems to have an opinion about them.. what do you suppose it is?

4) According to the film, what does Monsanto claim to be on its own website? What do they say they are trying to do?

5) What is their best selling product, and what does it do?

6) Does anyone you know in your family or neighborhood use this product?

7) We are trying to discover more about GMOs.... how many of the different types of GMOs are owned by Monsanto?

8) Why has Monsanto made changes to these different plants and other organisms? What are they trying to make these species compatible with?

9) Why the heck is it such a big deal if Monsanto is creating all these GMO's?

10) What kind of company was Monsanto originally?

11) List three of the products made by Monsanto in their original role

12) What eventually happened to these earlier products?

13) What is the significance of Anniston, Alabama for Monsanto and its history?

14) How far back did Monsanto know there were health hazards for some of its products?

15) When these problems became public knowledge, what was the response of government agencies that were supposed to oversee companies like Monsanto?

16) Eventually, Monsanto was sued and lost in court. In 2001, they were ordered to pay a pretty sizable settlement.. what was the approximate amount?

17) Compared to the amount of money Monsanto made that year, how big a percentage was this settlement?

18) Were any of the leaders of Monsanto at that time ever held personally responsible?

19) What connection does this film make between Monsanto's past legal and ethical difficulties and its current claim that its biggest product is "biodegradable"?

20) Do they still make this claim for this product? Why or why not?

21)  What other possible health concerns are there for this product?

22) True or false: these concerns were kept hidden at first because of their relation to Monsanto's development of GMOs

23) there are many people who find good in what Monsanto is developing... please list at least two of their reasons

24) Describe -- using at least three complete sentences -- how Monsanto genetically engineers plants to be able to work with their most important product

25) If these plants can be changed so much, how do we know if they are actually good for us?

26) What has happened to people -- even high ranking people in the U.S. government -- when they asked questions similar to number 25 above?

27) The U.S. government demands that if you add something to a food like an artificial color, its considered an "additive". Why do they consider it different when a company like Monsanto introduces DNA from a bacteria into a plant? Why is that not considered an additive?

28) In the 1980s when Monsanto first began experimenting with GMOs, Leaders at the highest levels of government cleared the way for Monsanto move ahead with its plans. What does the film say motivated these government leaders to do so?

29) Another product created by Monsanto is "Bovine growth hormone". What is it, what does it do and why are some people critical of its use?


30) Does Bgh change the way milk tastes? Does it change whether or not milk from Bgh cows is healthy?

31) Governments from several different countries have banned the use of Bgh... tell me which of those countries is closest to us and why it is significant that THIS country in particular banned it?

32) There are people in America who also want it banned... please list at least two reasons they give for doing so. 

33) The documentary refers to a "revolving door" involving Monsanto executives. What do they mean by this, and why would this seem to be just a little bit "sketchy"?

34) The FDA -- Food and Drug Administration -- is an agency of the U.S. government. What do they say about the safety of GMO foods?

Tuesday January 15: some follow up questions to the "aggie revolution"

Howdy howdy howdy and welcome back from the weekend!

Today, we are going to continue to examine our new topic on agriculture by pondering some possible answers to the following questions. You will use both the notes from last week, as well as information you can glean from our textbook -- remember that? we still have one -- as well as discover online.  Please send them to me in an email with your name and the phrase " new aggie questions" in the subject line

cheers,
Mr. L

PS Unless stated otherwise, each answer must consist of at least two complete sentences each



A)  What is the difference between subsistence and commercial agriculture? 

B) Which sort of agriculture is more likely to be practiced in more advanced nations?

C) Which one requires more actual farmers, and why would this be the case?

D) Which one uses more land, and why is this the case?

E) Which one is more harmful to the environment? List three reasons for your answer, one complete sentence per reason

F) Which one makes use of bigger farms?

G) What is the definition of agribusiness?

H) List at least two effects on politics and government from the rise of large scale agribusiness; one complete sentence per effect

I) It should be no secret that the richest countries also have the most advanced farming techniques. This allows those countries to grow more food for less money; in fact, a surplus of food, a BIG surplus.  What might happen to the farmers in poorer countries if the "extra" food is sold in their countries? At least three complete sentences

J) More advanced countries have also experimented with genetically modified organisms -- GMOs -- including plants and seeds that have been modified.  The companies which make such seeds also own them. Here's the question: what if the non-GMO seeds that have been used are displaced by these new varieties? What effects does this have on farmers and farming in ALL countries?   At least three complete sentences

K) Now that you have the idea of the sort of questions I'm looking for, if you please, create and answer not less than two of your own.

That oughtta do it!

cheers,
Mr. L

Friday 01-10-2013 : And now for something completely different

AN IMPORTANT NOTE BEFORE WE BEGIN : IF YOU STILL OWE ASSIGNMENTS, YOU WILL BE PROVIDED THE OPPORTUNITY TO COMPLETE THOSE AFTER COMPLETING THE ONE THAT FOLLOWS

Today, we will begin a new section of this course. As part of our usual standard operating procedure, there are notes at the very beginning. What's different is that this time, YOU WILL NOT TYPE THEM UP AND SEND THEM TO ME. Instead, consult these notes in order to answer the following questions. Send both the questions and answers in the body of an email with your name and the phrase "aggie history" in the subject line

cheers,
Mr. L

PS The answers aren't necessarily going to leap out at you adn smack you over the head

Questions

1) Please list at least five advantages of farming over hunting/gathering. For each item, write at least one complete sentence explaining WHY this is an advantage 

2) Which came first : the first agricultural revolution (neolithic) or recorded history? 

3) Using at least three complete sentences, explain why the first was possibly a direct cause of the second. (Note: yup, we gonna have us a discussion of this at some point, so make you can justify your answer)

4) What is the definition given for agriculture?

5) It is said that agriculture first began in the "Fertile Crescent" (shown in one slide), then "diffused" to other areas of the world. Looking at the available slides -- "areas of early domestication" and "the fertile crescent" -- tell me at least one reason why you think that these areas were the first to develop agriculture

6) Now do a little research, and look online to try and find at least three other similarities between the original fertile crescent and the others mapped out on the other slide. You're looking for similarities that would make them conducive for growing stuff and raising animals
One complete sentence for each similarity

7) While you're researching, find out which modern day country is in what once was the Fertile Crescent 

8) What is the connection between the amount of food raised per acre and the percentage of people working in agriculture?

9) What is the main difference between pastoralism and slash and burn agriculture?

10) How did the second agricultural revolution affect the development of the industrial revolution?

11) What is subsistence farming?

12) How might the widespread practice of subsistence farming slow down the development of the countries where it is practiced?

13) and 14) Last two questions : create your own two questions about these notes, then answer them

Wednesday 01-07-2013: a discussion of revolution

Today, our first goal is to discuss the "who, why, when, where, how" of revolution; the article which you began writing two days ago. As is my usual habit, I have sent out an email beforehand reminding you of this upcoming discussion, and asking for two volunteers to type.

As an added bonus, I have created a small program that will randomly pick out your names from a list to add to the discussion.... hopefully, you are fully prepared for this :-)

Once we are done with this discussion, I will launch you into the main undertaking for the day.... when you are well underway, I will upload this discussion to 


HERE

As usual, if you did not have a chance to participate for any reason, you may do so by adding your comment underneath this document when I have uploaded it.

Cheers,
Mr. L


PS After we are done with our discussion, be sure to check your email for missing assignment announcements

Monday 01-07-2013: Revolution Reloaded

NOTE OF COMMUNITY INTEREST: THE DISCUSSION WE WERE GOING TO HAVE TODAY IS POSTPONED UNTIL THIS WEDNESDAY. YOU WILL BE READY ON THAT DAY!!!! 

For today will do the following:

The questions you needed to answer on last Thursday... FINISH THEM AND SEND THEM IN

ALSO, the following assignment --> recall what you have done that has led up to this moment; thus far you have completed:

A) A revolution that you chose to profile 

B) The organization which pushed for this revolution, as well as various opposition groups which stood in their way

C) The main leader (or leaders) of this revolution

D) symbols, songs and slogans put forth by this revolutionary movement

E) a timeline of important events, both before and during the revolution

Now you are going to use this information to create an essay for me. The title of this essay will be the name of your Revolution plus the phrase "Reloaded". This essay will include the following

1) All the images which you have just downloaded

2) At least three complete sentences addressing each of letters A through E above

3) Finally, send me all websites which you have used in your research

Remember, this essay should read like a story -- don't just throw a bunch of facts together!

PLEASE REMEMBER : WHEN YOU ARE GETTING IMAGES, DO NOT "COPY AND PASTE"!!!!!! You MUST download your images, and ATTACH them to the email that you will send to me.


10) Send me the essay you have written in the main body of an email. Put your name and the phrase "Revolution Reloaded" in the subject line. Remember to ATTACH all image files, DO NOT COPY AND PASTE THEM!!!

Cheers,
Mr. L

Thursday 01-03-2013, part TWO

Greetings once again... here's what you will need to do for the second part of today's class

• Do revolutions happen with the support of the majority of the people? 
• Do revolutions happen when things are really bad for a long time, or when things have been good but suddenly become bad?
• Are revolutions more likely to happen when TPTB (The Powers That Be) are overly oppressive, or overly weak?
• Could a revolution be "staged" or perhaps manipulated by TPTB in order for them to prevent a genuine revolution from taking place?
• What kind of people become revolutionaries? What qualities do they all have in common?
• Do people become revolutionaries because of the pressure of outside events, or do those events reveal them as what they already were?
• Are revolutionaries more united by what they are against, or what they are for?
• Do revolutions end when the revolutionaries finally take over?
• List -- in order of importance -- the five most crucial elements that determine when and where a revolution will take place
• Are revolutions inevitable?
• Will America experience a revolution in your lifetime?
  
  OK, that ought to do it. Make sure that you answer each question with at least two complete sentences. You may cooperate, share resources and ideas, but ultimately  each of you is responsible for your own writing. Which you will send to me either by uploading to Box.com, or by sending to me in an email

cheers,

Mr. L

PS If you are thinking that there will be a class discussion of this during our next class, you would be 100% correct

Thursday 01-03-2013, part ONE : timeline of events

All revolutions have a beginning point; they also have an endpoint -- they either succeed or fail. Along the way, there are many critical events, the things that happen that affect the outcome. 

Your task in this assignment is to pick out at least seven of those critical events and then arrange them in a timeline, going from the earliest to the final event. The first event might be the founding of the political organization that pursues revolution, or the writing of an important book or document; the final event is usually either the triumph -- or utter destruction -- of the revolutionary movement.

Naturally, different people can look at the same revolution and find different events for a timeline. Just list each of your seven in order, using three complete sentences for each event describing what happened, and what effect it had on the course of your revolution

cheers,
Mr. L

Wednesday 01-02-2013 : Symbols, Slogans and Songs

Besides leaders and ideologies, all Revolutions make use of symbols, slogans and songs to :

• promote their message
• encourage their followers
• intimidate their opponents
• attract support from people who are not necessarily on either side

Your first task for today is to find at least one symbol, two slogans and one song associated with the revolution which you are researching. For each one of these, you need to 

A) tell me what it is called
B) who created it (symbol, slogan or song)
C) In the case of the songs, list the lyrics 
D) Write one complete sentence for each of the bullet points above detailing what the symbol does to promote those points
E) Do the same for at least one of the slogans
F) List the website(s) where you found this information


Send me all of this information by email with your name(s) in the subject line, along with the phrase "symbols, slogans and songs "

cheers,
Mr. L