The Outline

History
Mutations in the genes of animals have been occurring since animals were first formed, each lending progress toward improving or depleting a species. Each of these articles cover slightly or greatly differing viewpoints on the world of mutations. Articles written on scientific studies, factual examples of animal mutations, the environments impact on these, and the kinds of mutations available.

Thesis
While man is part of the world and people assume any mutation caused by humans is therefore, natural, humans have their own unique and various forms of pollution. Ones that usually cause a negative mutation in animals, while the natural environment brings about changes to make stronger animals or phase out the weaker of a species’ population.

Major Points
I. Human pollution forces genetic changes.

1. Quote E1, Quote E2, Quote E3.
2. Source E: Mice and sea gull mutations in urban areas compared to rural areas were higher.
3. Source E: Mice and sea gulls near steel mills and highways had a higher number of mutations compared to other areas.

II. Human influence on genetic mutation is generally negative.

1. Source E: Mice bred from a control group and a polluted group showed higher mutations passed to the offspring in the pollution influenced group, showing hereditary, negative mutations.
2. Source D: Large populations of flightless birds lived in New Zealand mountains, but are now nearly extinct after humans came to shore with mammals such as cats.

III. The natural environment does not cause mutations, but does determine their usefulness.

1. Quote B2, Quote D2, Quote D3.
2. Source D: Penguins in Antarctica have experienced several mutations making them flightless with webbed feet and heavy with insulating blubber. This allows for a greater chance of survival in this environment, but in another, their inability to fly, extra weight, and slow movement on land would be a great hindrance.

IV. Most mutations in animals are beneficial in the long run.

1. Quote B1, Quote C1, Quote C2.
2. Source B and C: Good mutations stay, spread through offspring and eventually become a natural characteristic or a new type of species, such as Darwin’s finches.
3. Source B: Bad mutations are eliminated quickly because the animal will not survive well with it, allowing only room for a slightly negative mutation to persist.
4. Source C: The progress in species today would not exist if all mutations were negative, everything would still be as it was thousands of years ago.

Objective Points
I. All mutations are bad or useless.

1. Supported by Source A, Quote A1 and Quote A2.
2. Rebuttal: The world’s wildlife would not be where it is today if every mutation had no or only negative impact.

II. Humans are part of the world, therefore their impact is natural.

1. Rebuttal: People are innovative, not living in a natural environment; the resulting pollution is unnatural and unhealthy.

III. The environment does cause genetic mutations.

1. Rebuttal: The natural environment cannot physically alter genes; mutations are the result of a change in the type or number of chemicals or bases in DNA.

Weekly Blog Post 3

When we wrote out our introduction and conclusion it really put the pressure on to finish it within a reasonable time, something I don't often do. In fact, in most classes that have required journal entries during class-time, I've only managed to finish an entry halfway. Then I would have to go back later to complete it. The reason I mention this is, when I knew it had to get done in a time limit because we had to share with our peers, it forced me to stop being so nit-picky.

See, generally when I have to write a paper, I do it all at once and edit it as I go through, I can't get to the next paragraph until I am satisfied with the previous one. When I truly get stuck, I'll highlight in the word document the section bothering me, using different colors for different meanings. Such as 'change this word/is this needed?' or 'rework sentence' for yellow and green. On occasion I'll use blue for something else that is proving troublesome. Once I've gotten through the paper and I begin to work through it again, I'll add in possibilities after a highlighted sentence (which are also colored) and read it that way, so I can just delete the part I don't like.

The problem with this method is that most teachers want a rough draft copy, while I finish my paper all in one night, editing as I go. Of course, I can do that, call it my rough draft and come back later maybe with others for opinions and edit that, but only if it is due on different dates. When they are required on the same day, it takes much longer to write a paper because I have to transfer from one document to another as I go. So again, nit-picky and time have been issues.

One more big difference from class and my normal habits: I don't usually know my ending. I'll have a vague idea and if I think of a really great sentence I'll write it down somewhere to see if I can still use it by the end, that's about the extent of my pre-planning. I like to write the paper as I am thinking it through, it puts down my thought-process (though in a more organized manner) and I think it helps to pull people in, towards my opinion, because they understand how I reached a certain point. I may go into a paper knowing what it is about and not worrying a bit if my opinions or ideas will lose track by the end, or I may go into a paper knowing if something does change it is because my thoughts have processed it more and reached a new outcome, which I find fine because it is still legitimate.

That's a bit of a long version of how I write, I explained it because I have never written a full conclusion before actually writing my paper, especially with a time limit. It was strange and a little aggravating to limit my editing. I wrote a few notes in margins, put brackets around a few words, drew arrows if a line might work better somewhere else, and scratched them out when they didn't. It was nice though, for once I may save some time staring at a screen and my paper will still be a thought process (I've never been able to just list facts), but perhaps my brain will be spared a headache or two when I can remind myself clearly of where I am going with a point. Hopefully it'll also let me write a rough draft without spending hours on it editing, a draft is meant to be improved, so it'll save me quite some time to divide up the editing amounts.

Genetic Mutations -- Intro and Conclusion

Introduction:
Genetic mutations occur in all the living animals of Earth, humans included. They can increase the chance of survival or greatly diminish it depending on the surrounding environment. People have influenced the wildlife with their civilization and various forms of pollution while the natural environment has demanded changes in its “only the strong survive” mentality. That’s it isn’t it? Only the strong survive… but are these mutations actually helping or are they weakening a species’ population? Then the problem is, of those beneficial genetic mutations, are the people of this world causing an imbalance with an increase in negative mutations?

Conclusion:
Through all of these studies it is fair to reason that the human impact in the world of mutations has not been a beneficial one. Genetic mutations are heavily influenced on helpful or harmful by their environment, though they are not caused by it. That is, until pollution comes into play, forcing a change in the genes. While most mutations can go either way, in the long run, the majority can be considered beneficial in improving survival chances or weeding out the weaker of animals. Genetic mutations are a part of life, something that cannot be changed. Though, perhaps they can be improved with human action to cut down their own personal, negative impact.

The Proposal

I want to write a research paper about Genetic Mutations in animals because I think it is important to be informed of nature’s physiology in order to understand whether the effects that may carry over to humans, and that humans are inflicting on their surrounding environment, are beneficial or harmful. This is an important subject to study, not only to improve the health of animals, but to improve mankinds as well. If a scientist can discover the causes of negative mutations, such as air pollution, in the wildlife, preventative steps can be taken to ensure that mutation does not travel beyond those select animals. In order to begin I will conduct a thorough search of internet articles about genetic mutations in animals. I will narrow them down by focusing on articles discussing the pros and cons in a type of mutation, what influences those pros and cons, as well as the differences between human induced mutation (ie: pollution) and the natural environment induced mutation.

I want to show how varied the causes of a mutation can be, along with what makes it beneficial, harmful, or neutral. In doing so, I hope such a paper could influence others to look into the subject and take some form of action. I intend to educate the audience of this paper about how they are personally affecting wildlife and also how it may, in turn, affect them. I find knowing the affects of an existence and its environment to be intriguing, especially when dealing with noticeable shifts in the external or internal body. Understanding a concept means the creation of hypothesis is possible, making room for tests and allowing the potential for improvement to grow. As a student of the University of Cincinnati and as a living person in the current world I believe it is my right to make use of the articles about genetic mutations and infer my own conclusions for others to read and consider.

Weekly Blog Post 2

This week we talked about ethos, pathos and logos and how they applied to different videos and ads. It got me thinking a lot about past videos, songs, ads, and more that have pulled me one way or another by using these techniques. I thought I'd try to find some I've seen and even mention one or two I've employed myself.

First off I should say that I definitely feel the best way to suck someone into an issue is by tapping into their emotional side. I think a clever idea would then be to mix in facts and statistics to weigh on the mind. I've remembered countless facts over time from little blurbs online, in the paper, on the radio, or on t.v. What's more, once I do not use one for a while and begin to forget it, it drives me crazy trying to remember. Which, in turn, leads to doing vague research somewhere in the hopes of reclaiming that fact I once knew. This leads me back to the original source or something related so that I see what they want all over again. Which can be really good for those people, as I may take interest and act on it or spread the word about it.

Now, while credibility is important, if I'm given a fact from an unknown source who can back it up, I will be more willing to believe them than a big corporation with the idea of overpaid CEOs and possible corruption around them. Sometimes it's just hard to trust those well known names, though not always of course.

Anyway.

One of the best examples I can think of for pulling at someone's heartstrings to bring them in (in particular pull in that good grade) would be when I worked with 2 partners on a project in a sophomore class in high school. We chose the topic of adoption to tell about, we also were required to make a CD of songs related to the topic and play one for the class before or after the presentation. We played the song 'Heaven' by DJ Sammy with the remix of the little girl.
http://www.youtube.com/watch?v=ug8onr9d3wI This is a link to the song on YouTube, it got our class pretty choked up. Throw in a video of kids looking for a home afterwards and it had a pretty strong effect.

A couple examples of logic and stats being used that I have seen most recently would involve coffee and the social media.
The media one is here: http://www.youtube.com/watch?v=sIFYPQjYhv8
and the coffee which also has the known name 'WWF' with it is here: http://www.youtube.com/watch?v=nDTmjR_GG1w

The videos on emotion that I've seen most recently were already shown in class. Except perhaps the music video 'If Everyone Cared' which can fall under pathos, logos, and ethos in my opinion. That link is here: http://www.youtube.com/watch?v=-IUSZyjiYuY

To finish off I guess I''ll mention a video that I have been wondering category-wise about for a while now. It's called the Universal Declaration of Human Rights. I saw it over a year ago and still can't forget the first time I saw it or resist the urge to watch it every now and again, it gives fact because it is word-for-word from a document I suppose, and I guess it tries to pull people in for the ending credit to be motivated to act, I'm not sure, but somehow, it got to me.
That video is here: http://www.youtube.com/watch?v=hTlrSYbCbHE

Annotated Bibliography for the Research Paper

“Genetic Mutation?” Themes. N.p. N.d. Web. 6 April 2010.

• “Genes are genuinely magnificent. They are extremely complex, intricate, convoluted, grouped in hundreds of thousands, and, of course - extremely efficient! It follows, therefore, that any mutations within the genes are always detrimental to their function.”
• “A depletion of the gene pool results in a loss of genetic information! Upward evolution of one species into another requires an addition of ordered genetic information, not a removal of genetic information!”

--In this article as said directly by the author, "The evidence I will discuss clearly demonstrates that mutations, for practical purposes, are always useless or harmful." The paper is about disproving the idea of a “good” mutation.

Harter, Richard. “Are Mutations Harmful?” The Talk Origins Archive. N.p. 20 June 2003. Web. 6 April 2010.

• “Some mutations are fatal or very bad. These mutations get eliminated immediately. Some are silent and don't count. Sometimes a mutation is definitely advantageous; this is rare but it does happen. Almost all mutations which aren't silent and which aren't eliminated immediately are neither completely advantageous nor deleterious.”
• “It is important to realize that mutations do not occur in response to the environment. They simply happen.”
• “Mutations are changes in the genome (genetic constitution). There are quite a number of ways in which mutations can happen. They also differ in the way that they impact evolution.”

--In this article there are basic explanations of mutations that anyone can comprehend and each explanation can become vastly detailed for the serious, scientific researcher.

“Helpful Mutations.” Newton BBS. N.p. N.d. Web. 6 April 2010.

• “Pretty much all the variation in existing creatures living on earth are the result of helpful mutation, otherwise, the only living things on earth be exactly the same as the ones when life first came to be on earth.”
• “Any mutation that creates a protein that wasn't there before, but can now be used by the body for something is helpful.”

--This article discusses with scientific fact how the answer to whether most genetic mutations in all kinds of animals is helpful or not is yes.

“Mutations.” Nature Niche. N.p. N.d. Web. 4 April 2010.

• “Mutations are random changes in the genetic information of an organism. These lead to new varieties and traits in an organism. Most are harmful, but a few are neutral or even beneficial.”
• “A beneficial or neutral mutation can quickly become harmful when the environments change.”
• “The environment greatly affects an organism’s ability to survive, and even a small change can be harmful to some organisms.”

--This article gives examples on how the environment is the ultimate decider in whether a genetic mutation is harmful or beneficial to an animal.

Ruder, Kate. “Air Pollution Causes Genetic Mutations.” Genome News Network. N.p. 13 May 2004. Web. 4 April 2010.

• “The source of the mutations was not known at the time, but the prime suspect was air pollution because the gulls nearest the steel mills had the most mutations.”
• “Still, the new findings suggest that genetic changes caused by pollution can be inherited.”
• “One group of mice breathed polluted air, while the other breathed filtered air… After ten weeks, the researchers bred both groups of mice… Baby mice in the “unfiltered” group inherited twice as many mutations as mice in the “filtered” group.”

--In this article, scientists explain that it can be factually proven that air pollution affects animals' genetics and suggests that these changes can also be inherited.

**Note: I do not have page numbers on these sites because they were not divided up by pages, making them all 'Page 1' I suppose, but I wasn't sure.

Weekly Blog Post 1

I enjoyed discussing the different ways that people address others in notes or person. Writing out to several people in class really helped me understand the subtle changes in my manners and formality.

I've noticed for a long time in my life how confusing it can be addressing different adults. As I was raised, my parents and neighbors all insisted that the neighbors were referred to by their first name. So my nearby friends called my parents Karen or Joe, while I said Pam, Bruce, Rick, and so on.

The problem with this began when I started attending grade school. The teachers made it fairly simple: call them Mr, Mrs, Ms, or Miss accordingly, followed by the last name. However, I had new friends and saw their families often enough that greeting them or talking about them in conversation got to be an issue.

First of all, for some parents I only knew their last name, that lead to the great debate on whether or not to ask a friend what their mom or dad's name was. More often than not I did not ask. Still, for those names that I did know it was confusing; I learned that saying the 'first name' in front of a friend meant strange looks and questions. That in turn lead to calling the neighbors by their title and last name which also meant strange looks and questions.

Eventually my young mind sorted it out. Tell teachers what they say to, if they say whatever, be respectful. Call neighbors by the first name, new or old. As for new friends? Last name all the way, even after you are basically family, first just doesn't work.

The reason I get into all of this is because while differences in addressing a person occur with variations of age, each of those groups can also be broken into many subgroups whether they are well known or a stranger. Of course there are slip ups, more often than not a teacher is called by a last or nickname among peers, but not in person. I've screwed that up a time or two and received a laugh or stern look in return. (The latter I fear, teachers just have that look that says "line crossed"--a grade school teacher of mine is still well known among my classmates for her "evil-eye" that got you squirming.)

Anyways, these are all verbal distinctions that always found a way to apply themselves to something written. A card, a note, letter, paper, gift, e-mail, etc. It's nice to be able to step back more clearly now and observe the changes right next to each other. It's very helpful in deciding whether something is too informal or too formal and to look at what might work better switched around or applied elsewhere.

--Sorry this is late, I received your reply Monday afternoon but had little time and another strange day preventing a post that night. If this is too late for credit that's fine, thanks for the chance and understanding though!

Research: Thesis and Audience

Here are 5 sources from the internet that can help in this research paper, though they are, of course, subject to change if something more informative or detailed shows up.

-http://www.genomenewsnetwork.org/articles/2004/05/13/airpollution.php
Thesis: It can be factually proven that air pollution affects animals' genetics and suggests that these changes can be inherited.
Audience: Researchers (for mutations, health side-effects, or animals), possibly animal activists, and the average concerned citizen living near a highway or mill.

-http://natureniche.tripod.com/mutation.html
Thesis: The environment is the ultimate decider in whether a genetic mutation is harmful or beneficial to an animal.
Audience: The average person curious about mutations. It is simple with examples, definitions, and pictures.

-http://www.talkorigins.org/faqs/mutations.html
Thesis: There are basic explanations of mutations that anyone can comprehend and each explanation can become vastly detailed for the serious, scientific researcher.
Audience: In the words of the author this is set up for "the lay reader" and "for the reader who wants scientific substance". So the average, curious person and those intereseted in specific research on mutations.

-http://www.cartage.org.lb/en/themes/sciences/lifescience/physicalanthropology/evolutionfact/geneticmutation/geneticmutation.htm
Thesis: Said directly by the author: "The evidence I will discuss clearly demonstrates that mutations, for practical purposes, are always useless or harmful" The paper is about disproving the idea of a "good mutation".
Audience: Genetic Mutation researchers and the curious person willing to read a lot.

-http://www.newton.dep.anl.gov/askasci/mole00/mole00468.htm
Thesis: The answer to whether most genetic mutations in all kinds of animals are helpful is yes.
Audience: Researchers and those interested in examples of genetic mutation uses.

The Question and Thesis

Genetic Mutations

Research Question: Are genetic mutations in animals an aid to their living habits, and are mutations caused by the natural environment more beneficial than those induced by man's involvement?

Thesis Statement: Genetic mutations vary depending on the environment the animal has to survive in, though most caused by the natural environment appear to be beneficial.

Thesis with Tension Statement: While man is part of the world and people assume any mutation caused by humans is therefore natural, one that allows only the strong to survive, humans have their own unique and various forms of pollution that usually cause a negative mutation in animals while the natural environment brings about changes to make stronger animals or phase out the weaker of a species' population.

Beginnings of Research - - Genetic Mutation

Below there are three online articles that address at least one of my questions listed under 'Genetic Mutations' in the previous post.

- http://www.genomenewsnetwork.org/articles/2004/05/13/airpollution.php
This article discusses the effect of air pollution on animals. It focuses around the Great Lakes and Ontario where highways and steel mills have been used in case studies. First, it was observed that sea gulls had formed mutations that were then being passed to their offspring. The ones closest to the mills had the most mutations and the results were compared with observations in more rural areas, the latter was much lower. Next, mice were observed in the same areas, showing similar results. A final case study in the article on filtered air and polluted air for caged mice showed a significantly higher number of genetic mutations for those bred from the polluted air.

The main point: The research done so far strongly suggests that air pollution is an important factor in genetic mutations on animals. It will take more time and research until the results and new research can be applied to humans.

- https://buscoscience.wikispaces.com/Animal+Mutations+in+Evolution
This website gives a brief overview of finches, white tigers, and frog mutations. It contains short, simple summaries with some pictures and a video. A site such as this is one that gives me something to look for, it warrants more research. This discusses the evolution of a specific kind of bird, the 13 types of finches. Their adaption to different environments for a food source has caused changes in the birds' beaks. This is an example of how a genetic mutation from a natural environment can become evolution should it prove useful. The white tigers are an example of how a trait can be passed to the cub and gives the chances of its inheritance. Last, there are observations of frogs with multiple legs and the reason is as of yet unknown. One hypothesis is a genetic mutation cause by a pesticide farmers use when caught in the sun, another is that a parasite caused it.

The main point: Genetic mutations can have multiple causes and sometimes become a strength passed on in generations, turning into an evolutionary improvement for a species' population.

- http://natureniche.tripod.com/mutation.html
This website gives information on whether mutations are beneficial or harmful. It begins defining two kinds of genetic mutations: point mutation and frameshift mutation, the second generally results in a useless or harmful mutation. It then brings up 4 examples of animals and how their body mutations are greatly influenced by their environment and just how swiftly their benefit or hindrance can change with an environment change. The mentioned animals include the panda, kakapo, penguin, and naked mole rat. For each, the environment they live in has, over time, changed their bodies to best suit the needs their surroundings require. In the case of the kakapo bird, it was safe with its useless wings until man came and introduced predators that could use that flightless trait as an advantage.

The main point: The environment is key to genetic mutations, whether induced by humans or not. It does affect what the mutation will be (not that it makes them good changes) and it ultimately decides whether or not that particular change is useful or harmful.

A Topic and the Questions

Okay, I'm going to start by listing the topic I will research over the weekend and then the possible questions I have formed for the paper. As the weekend goes on, I will make a new post with the gathered information.

Topic of the Weekend: Genetic Mutation

-Are genetic mutations in animals a sign of evolution to come?
-Are genetic mutations in animals a result of human impact on their environment?
-Are genetic mutations in animals an aid to their living habits?
-Is it ethical (or when does it cross the line) for humans to intentionally attempt to alter genetics in animals within labs?

It may be obvious by now, but I intend to focus on the genetic mutations of animals, excluding humans. There are human cases, such as down syndrome, but I would prefer to avoid those cases for now until I know how well the research turns out.

This does not immediately concern my research, but below are the reasons I became aware of and interested in genetic mutations.

-This is a link about a snake with a foot found in China:
http://www.telegraph.co.uk/earth/wildlife/6187320/Snake-with-foot-found-in-China.html

-The book (fiction but based on some fact), Altar of Eden by James Rollins:
http://www.jamesrollins.com/books/view/27

-Also, there is a two-headed calf in an old log jail in Brown County Indiana that I have seen every year since early childhood.

Listing the Subjects

For my research paper I have settled on the following three topics:

-School Security
-Genetic Mutations
-Wolves

The last choice, I have been unsure on, only coming up with one possible question. A possible alternative I thought of after class today has lead me to edit this post from Thursday. In place of 'wolves', I'd have liked to add 'hiccups' to my list.

They are strange things and something I get often, so research would be fun and interesting. However, I doubt I would choose either of those two because the first couple options have most of my interest at the moment, leaving me unconcerned with attempting to swap topics. I just thought I'd mention it since it has to do with the assignment.