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    You will apply this scenarios in the instructions below. ### Scenario You are the new HR manager for Java Corp, which specializes in cold coffee and iced tea. Java Corp is small but quickly growing. There are 300 employees in the company and the organization has a history of a stable workforce with …

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    ### Scenario

    You are the new HR manager for Java Corp, which specializes in cold coffee and iced tea. Java Corp is small but quickly growing. There are 300 employees in the company and the organization has a history of a stable workforce with very limited turnover. Recently, the company gained over 200 employees and there are a number of supervisory and managerial positions that need to be filled. The CEO has asked you to work with her to fill positions based on an organizational structure she has just created.

    New supervisors and managers are needed in IT (one), marketing (one), operations (two), and security (one). Each of these areas has seasoned internal employees eager to compete for jobs, though some may not be as qualified as external candidates. Develop a recruitment and selection plan that is best suited for this situation and make appropriate recommendations to the CEO.

    For this assessment, develop a recruitment and selection plan for the chosen organization. In your plan:

    – Analyze the role of the recruiter.
    – What unique opportunities and challenges are present for the selected company?
    – Outline a recruitment process to meet organizational objectives for the selected company.
    – Include a step-by-step process for the selection of supervisors and managers.
    – Include the best practices that support your recommended best recruitment plan. Consider the use of social media, types of employment tests, and how to conduct effective interviews, for example.
    – Include additional information that make the positions more attractive.
    – Explain an organization's legal considerations for recruitment and selection functions.
    – Analyze how to measure success of the chosen selection method for the selected company.
    – What specific metrics would you use for your selected company?

    ### **Additional Requirements**

    Your assessment should also meet the following requirements:

    – **Length**: 5 double-spaced pages, in addition to a title page and reference page.
    – **Written communication**: Communicate in a manner that is scholarly and professional. Your writing should be:

    – Concise and logically organized.
    – Free of errors in grammar and mechanics.
    – **Validation and support**: Use a minimum of three relevant and credible scholarly or professional resources such as the _Wall Street Journal_ to support your work. These resources should not include the resources found in the course.
    – **APA format**: Format all citations and references in accordance with current APA guidelines.

    – 2 years ago

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  • [Solved] English Homework

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    See msg – 2 years ago **files (1)** – Chapter11Common.docx **Chapter11Common.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter11common-docx) **Chapter11Common.docx** This file is too large to display. [View in new window](https://www.sweetstudy.c…

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    Several companies are discussed in Ch. 11 on their use of data to better secure their operations. Pick one of these companies and provide a brief summary of the company’s actions and their expected outcomes. – 2 years ago

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    Several companies are discussed in Ch. 11 on their use of data to better secure their operations. Pick one of these companies and provide a brief summary of the company’s actions and their expected outcomes.

    – 2 years ago

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    – 2 years ago **files (6)** – ## Homework-ProposalforResearchPaper.docx – ## Soni-2024-RecentDevelopmentsintheRegulationofHeritableHumanGenomeEditing.pdf – Harris-1997-GoodbyeDollyTheethicsofhumancloning.pdf – Lavi-2018-CloningInternationalLawTheScienceandScienceFictionofHumanCloningandStem-CellPate…

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    **files (6)**

    – ## Homework-ProposalforResearchPaper.docx

    – ## Soni-2024-RecentDevelopmentsintheRegulationofHeritableHumanGenomeEditing.pdf

    – Harris-1997-GoodbyeDollyTheethicsofhumancloning.pdf
    – Lavi-2018-CloningInternationalLawTheScienceandScienceFictionofHumanCloningandStem-CellPatenting.pdf
    – Barthetal.-2020-GeneticEndowmentsandWealthInequality.pdf
    – Greely-2021-CRISPRPeopleTheScienceandEthicsofEditingHumans.pdf

    **## Homework-ProposalforResearchPaper.docx**

    **What is your narrowed research topic?**

    The Ethical, Societal, and Scientific Implications of Legalizing Genetic Modification and Cloning in Humans

    ****Why have you chosen this topic? How does this topic affect you personally? (It does.) Be specific.****

    **I have chosen this topic because genetic modification and cloning have the potential to revolutionize medicine and human health. The idea of eliminating genetic disorders, extending human lifespan, and enhancing physical and cognitive abilities is both fascinating and controversial. This topic presents a vision of the future where chronic diseases and genetic limitations become obsolete. However, genetic cloning cannot be taken lightly, and there are concerns about the disastrous implications it could bring. By exploring this topic, I hope to find strong arguments that consider both the potential benefits and the ethical concerns.**

    ****What kind of foundational or base knowledge might your team need before starting your research journey?****

    **·**
    ****Scientific Basis:** Understanding the different techniques through which cloning or genetic modification can be carried out.**

    **·**
    ****Historical Context:** Reviewing past cloning experiments, including the most famous one, Dolly the sheep.**

    **·**
    ****Ethical and Legal Considerations:** Examining the concerns raised by bioethicists, religious groups, and politicians regarding this issue.**

    **·**
    ****Public Perception:** Investigating media reactions and understanding public fears regarding this new technology.**

    **·**
    ****Current Regulations:** Reviewing the existing laws on this topic in the USA, Europe, and China.**

    ****How much do you already know about the topic?****

    **I believe I understand the basic concepts behind genetic modifications and cloning. Additionally, I am aware that in the past, experiments have been conducted on cloning animals, as well as some attempts at genetic modifications in humans. However, I need to delve deeper into the ethical debate, legal frameworks, and the social consequences if this technology is adopted on a global scale.**

    ****Offer at least three potential perspectives to explore in your research.****

    **·**
    ****Scientific and Medical Advances:** The potential to eliminate genetic diseases such as cancer. Applications in regenerative medicine and organ transplantation. Preventive medicine or a definitive cure for multiple diseases.**

    **·**
    ****Ethical and Social Concerns:** The debate over "designer babies" and the implications of genetic inequality. Religious or philosophical arguments against genetic modification. Concerns about harmful genetic modifications or the loss of genetic diversity.**

    **·**
    ****Political and Legal Considerations:** Comparing the different regulations among the three major global powers: the USA, the EU, and China. Potential changes in these regulations. The role of governments and international organizations in regulating genetic modifications and cloning.**

    ****Ask yourself: Who is impacted by this topic? Who cares about this topic? Who researches this topic, or works in this field? Who might be making things better or worse?****

    **· Individuals with Genetic Disorders.**

    **· Scientists and Medical Researchers.**

    **· Ethicists and Religious Groups.**

    **· Lawmakers and Government Agencies.**

    **· Pharmaceutical and Biotech Companies.**

    **· The General Public.**

    **Ask yourself: Who is impacted by this topic? Who cares about this topic? Who researches this topic, or works in this field? Who might be making things better or worse?**

    **· Genetic modification in humans**

    **· Human cloning ethics**

    **· Legalization of genetic engineering**

    **· Benefits of human cloning**

    **· Ethical concerns in genetic modification**

    **· Future of gene therapy**

    **· Human genome editing regulations**

    **· Medical advancements through cloning**

    **· Societal impact of designer babies**

    **· Cloning laws in USA, EU, and China.**

    **## Soni-2024-RecentDevelopmentsintheRegulationofHeritableHumanGenomeEditing.pdf**

    Vol.: (0123456789)
    1 3

    Bioethical Inquiry (2024) 21:15–18
    https://doi.org/10.1007/s11673-023-10332-w

    RECENT DEVELOPMENTS

    Recent Developments in the Regulation of Heritable Human
    Genome Editing

    S. Soni

    Received: 15 November 2023 / Accepted: 18 December 2023 / Published online: 3 April 2024
    © The Author(s) 2024

    Abstract In 2018, the Chinese scientist He Jiankui
    presented his research at the Second International
    Summit on Human Genome Editing in Hong Kong.
    While it was intended that he facilitate a workshop,
    he was instead called on to present his research in
    heritable human genome editing, where he made
    the announcement that he had taken great strides in
    advancement of his research, to the extent that he
    had gene-edited human embryos and that this had
    resulted in the live births of two children. While his
    research ethic and methodology was interrogated, he
    insisted that two children, twin girls, had been born
    healthy and that there was another pregnancy (at the
    time) where birth of a third gene edited child would
    be imminent. This announcement generated a ripple
    effect in the scientific community and exposed the
    gaps in regulation and absence of law relating to the
    technology. This resulted in a flurry of activity and
    conversation around regulation of the technology,
    which scientists stated was not ready for human trials.
    This article reviews the Third Summit which was held
    in London in March 2023 and comments on the lat-
    est developments in the regulation of heritable human
    genome editing.

    Keywords Genome editing · Health · Bioethics ·
    Autonomy · Law · Regulation

    Introduction

    Human genome editing has the potential to revolu-
    tion human health. By using gene editing tools such
    as CrisprCas9 to alter the DNA of an organism, gene
    editing can make molecular changes to that organ-
    ism’s DNA to obtain a desired outcome. Research in
    gene editing has targeted issues in health including
    the improvement of health outcomes as well as dis-
    ease control. In this respect we have seen research on
    the use of gene editing to improve crops to make them
    hardier and more resistance to environmental stresses.
    We have also seen research on the use of gene edit-
    ing to alter the genomes of mosquito to remove their
    ability to transmit diseases such as malaria. We have
    also seen research on cattle, with a view to alter their
    genomes to render them horn-less. However, none of
    that research has attracted as much human investment
    and attention as the research on potential applica-
    tions of gene editing technology to resolving issues in
    human health.

    In 2018, when He Jiankui made his revelation that
    he had altered the genomes of two children for the
    purposes of rendering them resistant to HIV infec-
    tion, the news received mixed reactions. While the
    scientific community largely condemned his flagrant
    disregard for the safety of the children involved, the

    S. Soni (*)
    School of Law, University of KwaZulu-Natal, Scottsville,
    Pietermaritzburg 3209, South Africa
    e-mail: sonish@ukzn.ac.za

    [http://crossmark.crossref.org/dialog/?doi=10.1007/s11673-023-10332-w&domain=pdf](http://crossmark.crossref.org/dialog/?doi=10.1007/s11673-023-10332-w&domain=pdf)

    [http://orcid.org/0000-0001-6678-6008](http://orcid.org/0000-0001-6678-6008)

    It is urgent robust laws for human genome editing. Scientific advancements outpace regulatory measures.

    There is significant deficiencies in global governance concerning heritable genome editing.

    16 Bioethical Inquiry (2024) 21:15–18

    1 3
    Vol:. (1234567890)

    general population remained divided on the issue.
    On the one hand people were concerned that he had
    subjected our weakest and most vulnerable to what
    amounted to human experimentation (the children’s
    genomes were edited when they were at the embry-
    onic stage of development), but on the other hand
    many people applauded his attempt at reducing esca-
    lating HIV rates. If gene editing has the potential to
    eradicate diseases such as HIV, cancer, and others,
    then on what basis should we stop the scientists who
    are trying to do this?

    Heritable Human Genome Editing

    Human genome editing utilizes gene editing tech-
    nology to make changes to human DNA to achieve
    a desired change in the genome. We may distin-
    guish between somatic editing, which is gene edit-
    ing applied to somatic cells. This type of gene edit-
    ing does not create heritable changes and the changes
    to the DNA remain with the individual themselves.
    Apart from establishing the safety and efficacy of
    the therapy and obtaining the required approvals to
    bring the therapy to market, this type of gene edit-
    ing remains largely uncontroversial. On the other
    hand, heritable genome editing remains concerning
    as it involves editing the DNA of embryos or gam-
    etes, which results in alterations to a genome that is
    heritable by future generations. Beyond establishing
    merely safety and efficacy, this type of gene editing
    is fraught with legal and ethical issues. Since 2018,
    there has been significant movement in the form of
    international debate, the drafting of reports and the
    creation of working groups to consider the ethical
    and legal issues surrounding heritable genome editing
    (National Academy of Medicine et al. 2020). This has
    also stimulated academic debate (Angrist et al. 2020).

    The Third International Summit on Heritable
    Human Genome Editing

    The Third International Summit on Human Genome
    Editing, which was convened by the U.K. Royal
    Society, U.K. Academy of Medical Sciences, U.S.
    National Academies of Sciences and Medicine, and
    the World Academy of Sciences, aimed to discuss
    progress, promise, and challenges in research,

    regulation, and equitable development of human
    genome editing technologies and therapies. The
    Summit attracted leading scientists in the field,
    policymakers and also featured the first patient who
    had been treated for sickle cell anaemia using gene
    editing technology. The findings of this third meeting
    emphasized that remarkable developments had been
    made in the field of somatic human genome editing,
    however the high cost of somatic therapies was
    highlighted as unsustainable and participants called for
    a global commitment to ensuring equitable access to
    treatment. The finding in respect of heritable genome
    editing however was not as positive. Here the finding
    was that this type of gene editing remains unacceptable
    as safety and efficacy had not been established,
    and that the governance frameworks and ethical
    principles which would apply to responsible use of the
    technology were not in place (Organizing Committee
    of the Third International Summit on Human Genome
    Editing 2023). In this regard, there has been a move in
    the South African jurisdiction to address these issues.

    The Scope of the Law

    In 2020 Baylis et  al. undertook a policy survey of
    106 countries in order to obtain a clear and accu-
    rate understanding of the global policy landscape
    for human germline and heritable genome editing
    (Baylis et  al. 2020). That study revealed that 96
    out of the 106 countries surveyed had policy docu-
    ments which were relevance to the use of heritable
    human genome editing. These documents included
    legislation, regulations, guidelines, codes, and
    ratification of international treaties. But law takes
    time to be enacted. The majority of the legal canon
    which exists today is based on historic law, which
    has been measured against the “supreme” laws of
    a country which include Constitutions and other
    documents which codify the fundamental human
    rights. The written law which exists today does not
    describe or mention gene editing because the tech-
    nology did not exist at the time that the laws were
    drafted. However, we can try to find some guidance
    by considering the two broad types of law, which is
    hard law and soft law. Hard law exists in the form
    of legislation and statutes, and there are legal con-
    sequences for violating these laws (such as fines or
    imprisonment). Soft law does not carry the force of

    There is a global acknowledgment of the need for cohesive policies. International efforts are necessary to address these new challenges.

    This summit reflects ongoing efforts to balance scientific innovation with ethical considerations.

    This consensus emphasizes the current ethical stance against heritable genome editing.

    17Bioethical Inquiry (2024) 21:15–18

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    Vol.: (0123456789)

    true law and exists in the form of guidelines as to
    what may be permissible in a given set of circum-
    stances. For instance, codes of conduct and good
    practice guidelines for a medical practitioner would
    fall into this class. While they highlight what is per-
    missible, they themselves are not identified as law
    by the law-making bodies of a country. They can
    however indirectly have legal consequences for a
    person, for instance if a medical practitioner does
    not follow good practice guidelines, they may lose
    their licence to practice medicine and that has the
    legal consequence of the medical practitioners not
    being able to lawfully practice medicine any longer.

    The distinction between these two types of law
    is important, because we need the hard law to be
    able to enforce legal principles of good governance
    that come with a penalty where these laws are con-
    travened. A large part of Jiankui’s ill-reception was
    based on the disregard for ethics in science, as well as
    his methodologies employed at various stages in his
    research. This included the ethical approvals which
    were obtained, where the experiments were con-
    ducted, and how he approached potential participants
    to participate in the research and permit the editing of
    their embryo’s genome. However, a significant ques-
    tion at the time was whether Jiankiu had broken any
    laws when conducting his research. There were no
    laws in China at the time which prohibited gene edit-
    ing, and for that reason in the end Jiankui was charged
    with practicing medicine without the required licence,
    which was the only charge which the Chinese authori-
    ties could lawfully bring against him. The children
    themselves were gene edited at the embryonic stage,
    at which point they did not possess any legal recogni-
    tion as they were not legally recognized persons who
    would be capable of possessing legal rights, duties,
    and responsibilities. Because embryos do not pos-
    sess legal personhood, they do not have rights in the
    manner which people generally do. However, there
    is ethical and moral significance which embryos do
    attract and this can be seen in the law and regulations
    surrounding research which involve human embryos.
    The most significant rule in this regard is the “14-day
    rule” which prohibits research on a human embryo
    once it reaches the 14th day of development. This rule
    has been enshrined in the law in the legal systems of
    many countries, including South Africa, where we
    see it in a Regulation which supports South Africa’s
    National Health Act 61 of 2003.

    South Africa’s Suggestions

    The Baylis study noted that South Africa did not
    have “any relevant information” regarding heritable
    human genome editing. However, research has shown
    that while gene editing is not expressly mentioned in
    extant law, there are two statutes which may possibly
    be applied to the technology in a regulatory fashion
    (Thaldar and Shozi 2022). The first is the Medicine
    and Related Substances Act 101 of 1965, where the
    definition of “medical devices” may be interpreted so
    as to include gene editing tools. If this were the case,
    then gene editing tools such as CrisprCas9 would fall
    under the ambit of the South African Health Prod-
    ucts Regulatory Authority. The second possible stat-
    ute which could be interpreted so as to apply in the
    context of heritable human genome editing is the
    National Health Act 61 of 2003. This statute prohib-
    its human cloning as it involves “the manipulation
    of genetic material in order to achieve the reproduc-
    tion of a human being.” It has been argued that the
    legal permissibility of heritable human genome edit-
    ing may rest on the way in which the words repro-
    duction of a human being is interpreted. If interpreted
    to mean human reproduction, then heritable human
    genome editing would be unlawful. However, if inter-
    preted narrowly so as to mean the replication of a
    human being, then the statute would not prohibit gene
    editing methods that result in heritable changes, and
    both preclinical and clinical trials for the technology
    would be subject to ethical clearance requirements
    by a health research ethics committee in terms of the
    same statute.

    By considering the meaning of the provisions of
    these two statutes, a set of five ethical principles have
    been suggested which may be used to draft possible
    guidelines, as there are currently no guidelines on
    genome editing in South Africa which could assist the
    South African Health Products Regulatory Authority
    or health research ethics committees (Thaldar et  al.
    2020). In summary, they are the following:

    Principle I: Given its potential to improve the lives
    of the people of South Africa, heritable human
    genome editing should be regulated, not banned.
    Principle II: Heritable human genome editing’s
    clinical applications should be made accessible to
    the public only if they are proven to be safe and
    effective.

    18 Bioethical Inquiry (2024) 21:15–18

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    Principle III: Non-therapeutic heritable human
    genome editing should be regulated in the same
    way as heritable human genome editing, with the
    rider that it should not in any legally relevant
    sense cause harm.
    Principle IV: The decision whether to use herit-
    able human genome editing in a prospective child
    should, subject to principles I, II, and III, be left to
    the prospective parents.
    Principle V: Concerns about exacerbating social
    inequalities should be addressed by measures to
    increase access.

    These principles were embodied in suggested
    regulatory guidelines have been submitted for possi-
    ble inclusion in the revised National Health Research
    Ethics Guidelines which set out the norms and stand-
    ards for research in South Africa.

    Concluding Comments

    Human genome editing presents the possibility of
    curing serious illness, as well as removing serious
    illness from an individual’s family tree. If it remains
    unregulated, there will remain a tension between
    the scientific community which wants to develop
    its research into marketable therapeutics and health
    needs of the broader population. Properly regulated,
    the risk of unethical research will be reduced and a
    rights-based approach to science will ensure that
    scientific progress may continue within legal param-
    eters, and the legal rights of clinical trial participants
    as well as patients are protected. It is hoped that the
    suggestions submitted in respect of the South African
    national ethics guidelines will be well received and
    that South African developments may bring us closer
    to a clinical pathway to heritable human genome
    editing.

    Funding Open access funding provided by University of
    KwaZulu-Natal.

    Declarations

    Competing interest The author(s) declare no competing
    interests.

    Open Access This article is licensed under a Creative Com-
    mons Attribution 4.0 International License, which permits
    use, sharing, adaptation, distribution and reproduction in any
    medium or format, as long as you give appropriate credit to the
    original author(s) and the source, provide a link to the Crea-
    tive Commons licence, and indicate if changes were made. The
    images or other third party material in this article are included
    in the article’s Creative Commons licence, unless indicated
    otherwise in a credit line to the material. If material is not
    included in the article’s Creative Commons licence and your
    intended use is not permitted by statutory regulation or exceeds
    the permitted use, you will need to obtain permission directly
    from the copyright holder. To view a copy of this licence, visit
    http:// creat iveco mmons. org/ licen ses/ by/4. 0/.

    References

    Angrist M, R. Barrangou, F. Baylis, et  al. 2020. Reactions to
    the National Academies/Royal Society Report on Her-
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    332–349.

    Baylis, F., M. Darnovsky, K. Hasson, and T.M. Krahn. 2020.
    Human germline and heritable genome editing: The global
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    National Academy of Medicine, National Academy of Sci-
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    Organizing Committee of the Third International Summit
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    Thaldar, D., M. Botes, B. Shozi, et al. 2020. Human germline
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    Thaldar, D., and B. Shozi. 2022. South Africa’s latest medi-
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    cigar. Tydskrif vir die Suid-Afrikaanse Reg (1): 1–24.

    Publisher’s Note Springer Nature remains neutral with regard
    to jurisdictional claims in published maps and institutional
    affiliations.

    [http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/)

    [https://nap.nationalacademies.org/read/25665/chapter/1](https://nap.nationalacademies.org/read/25665/chapter/1)

    [https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/](https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/)

    [https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/](https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/)

    [https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/](https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/)

    – Recent Developments in the Regulation of Heritable Human Genome Editing
    – Abstract
    – Introduction
    – Heritable Human Genome Editing
    – The Third International Summit on Heritable Human Genome Editing
    – The Scope of the Law
    – South Africa’s Suggestions
    – Concluding Comments
    – References

    **Harris-1997-GoodbyeDollyTheethicsofhumancloning.pdf**

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    **Lavi-2018-CloningInternationalLawTheScienceandScienceFictionofHumanCloningandStem-CellPatenting.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lavi-2018-cloninginternationallawthescienceandsciencefictionofhumancloningandstem-cellpatenting-pdf)

    **Barthetal.-2020-GeneticEndowmentsandWealthInequality.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/barthetal-2020-geneticendowmentsandwealthinequality-pdf)

    **Greely-2021-CRISPRPeopleTheScienceandEthicsofEditingHumans.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/greely-2021-crisprpeoplethescienceandethicsofeditinghumans-pdf)

    **Greely-2021-CRISPRPeopleTheScienceandEthicsofEditingHumans.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/greely-2021-crisprpeoplethescienceandethicsofeditinghumans-pdf)

    **## Homework-ProposalforResearchPaper.docx**

    **What is your narrowed research topic?**

    The Ethical, Societal, and Scientific Implications of Legalizing Genetic Modification and Cloning in Humans

    ****Why have you chosen this topic? How does this topic affect you personally? (It does.) Be specific.****

    **I have chosen this topic because genetic modification and cloning have the potential to revolutionize medicine and human health. The idea of eliminating genetic disorders, extending human lifespan, and enhancing physical and cognitive abilities is both fascinating and controversial. This topic presents a vision of the future where chronic diseases and genetic limitations become obsolete. However, genetic cloning cannot be taken lightly, and there are concerns about the disastrous implications it could bring. By exploring this topic, I hope to find strong arguments that consider both the potential benefits and the ethical concerns.**

    ****What kind of foundational or base knowledge might your team need before starting your research journey?****

    **·**
    ****Scientific Basis:** Understanding the different techniques through which cloning or genetic modification can be carried out.**

    **·**
    ****Historical Context:** Reviewing past cloning experiments, including the most famous one, Dolly the sheep.**

    **·**
    ****Ethical and Legal Considerations:** Examining the concerns raised by bioethicists, religious groups, and politicians regarding this issue.**

    **·**
    ****Public Perception:** Investigating media reactions and understanding public fears regarding this new technology.**

    **·**
    ****Current Regulations:** Reviewing the existing laws on this topic in the USA, Europe, and China.**

    ****How much do you already know about the topic?****

    **I believe I understand the basic concepts behind genetic modifications and cloning. Additionally, I am aware that in the past, experiments have been conducted on cloning animals, as well as some attempts at genetic modifications in humans. However, I need to delve deeper into the ethical debate, legal frameworks, and the social consequences if this technology is adopted on a global scale.**

    ****Offer at least three potential perspectives to explore in your research.****

    **·**
    ****Scientific and Medical Advances:** The potential to eliminate genetic diseases such as cancer. Applications in regenerative medicine and organ transplantation. Preventive medicine or a definitive cure for multiple diseases.**

    **·**
    ****Ethical and Social Concerns:** The debate over "designer babies" and the implications of genetic inequality. Religious or philosophical arguments against genetic modification. Concerns about harmful genetic modifications or the loss of genetic diversity.**

    **·**
    ****Political and Legal Considerations:** Comparing the different regulations among the three major global powers: the USA, the EU, and China. Potential changes in these regulations. The role of governments and international organizations in regulating genetic modifications and cloning.**

    ****Ask yourself: Who is impacted by this topic? Who cares about this topic? Who researches this topic, or works in this field? Who might be making things better or worse?****

    **· Individuals with Genetic Disorders.**

    **· Scientists and Medical Researchers.**

    **· Ethicists and Religious Groups.**

    **· Lawmakers and Government Agencies.**

    **· Pharmaceutical and Biotech Companies.**

    **· The General Public.**

    **Ask yourself: Who is impacted by this topic? Who cares about this topic? Who researches this topic, or works in this field? Who might be making things better or worse?**

    **· Genetic modification in humans**

    **· Human cloning ethics**

    **· Legalization of genetic engineering**

    **· Benefits of human cloning**

    **· Ethical concerns in genetic modification**

    **· Future of gene therapy**

    **· Human genome editing regulations**

    **· Medical advancements through cloning**

    **· Societal impact of designer babies**

    **· Cloning laws in USA, EU, and China.**

    **## Soni-2024-RecentDevelopmentsintheRegulationofHeritableHumanGenomeEditing.pdf**

    Vol.: (0123456789)
    1 3

    Bioethical Inquiry (2024) 21:15–18
    https://doi.org/10.1007/s11673-023-10332-w

    RECENT DEVELOPMENTS

    Recent Developments in the Regulation of Heritable Human
    Genome Editing

    S. Soni

    Received: 15 November 2023 / Accepted: 18 December 2023 / Published online: 3 April 2024
    © The Author(s) 2024

    Abstract In 2018, the Chinese scientist He Jiankui
    presented his research at the Second International
    Summit on Human Genome Editing in Hong Kong.
    While it was intended that he facilitate a workshop,
    he was instead called on to present his research in
    heritable human genome editing, where he made
    the announcement that he had taken great strides in
    advancement of his research, to the extent that he
    had gene-edited human embryos and that this had
    resulted in the live births of two children. While his
    research ethic and methodology was interrogated, he
    insisted that two children, twin girls, had been born
    healthy and that there was another pregnancy (at the
    time) where birth of a third gene edited child would
    be imminent. This announcement generated a ripple
    effect in the scientific community and exposed the
    gaps in regulation and absence of law relating to the
    technology. This resulted in a flurry of activity and
    conversation around regulation of the technology,
    which scientists stated was not ready for human trials.
    This article reviews the Third Summit which was held
    in London in March 2023 and comments on the lat-
    est developments in the regulation of heritable human
    genome editing.

    Keywords Genome editing · Health · Bioethics ·
    Autonomy · Law · Regulation

    Introduction

    Human genome editing has the potential to revolu-
    tion human health. By using gene editing tools such
    as CrisprCas9 to alter the DNA of an organism, gene
    editing can make molecular changes to that organ-
    ism’s DNA to obtain a desired outcome. Research in
    gene editing has targeted issues in health including
    the improvement of health outcomes as well as dis-
    ease control. In this respect we have seen research on
    the use of gene editing to improve crops to make them
    hardier and more resistance to environmental stresses.
    We have also seen research on the use of gene edit-
    ing to alter the genomes of mosquito to remove their
    ability to transmit diseases such as malaria. We have
    also seen research on cattle, with a view to alter their
    genomes to render them horn-less. However, none of
    that research has attracted as much human investment
    and attention as the research on potential applica-
    tions of gene editing technology to resolving issues in
    human health.

    In 2018, when He Jiankui made his revelation that
    he had altered the genomes of two children for the
    purposes of rendering them resistant to HIV infec-
    tion, the news received mixed reactions. While the
    scientific community largely condemned his flagrant
    disregard for the safety of the children involved, the

    S. Soni (*)
    School of Law, University of KwaZulu-Natal, Scottsville,
    Pietermaritzburg 3209, South Africa
    e-mail: sonish@ukzn.ac.za

    [http://crossmark.crossref.org/dialog/?doi=10.1007/s11673-023-10332-w&domain=pdf](http://crossmark.crossref.org/dialog/?doi=10.1007/s11673-023-10332-w&domain=pdf)

    [http://orcid.org/0000-0001-6678-6008](http://orcid.org/0000-0001-6678-6008)

    It is urgent robust laws for human genome editing. Scientific advancements outpace regulatory measures.

    There is significant deficiencies in global governance concerning heritable genome editing.

    16 Bioethical Inquiry (2024) 21:15–18

    1 3
    Vol:. (1234567890)

    general population remained divided on the issue.
    On the one hand people were concerned that he had
    subjected our weakest and most vulnerable to what
    amounted to human experimentation (the children’s
    genomes were edited when they were at the embry-
    onic stage of development), but on the other hand
    many people applauded his attempt at reducing esca-
    lating HIV rates. If gene editing has the potential to
    eradicate diseases such as HIV, cancer, and others,
    then on what basis should we stop the scientists who
    are trying to do this?

    Heritable Human Genome Editing

    Human genome editing utilizes gene editing tech-
    nology to make changes to human DNA to achieve
    a desired change in the genome. We may distin-
    guish between somatic editing, which is gene edit-
    ing applied to somatic cells. This type of gene edit-
    ing does not create heritable changes and the changes
    to the DNA remain with the individual themselves.
    Apart from establishing the safety and efficacy of
    the therapy and obtaining the required approvals to
    bring the therapy to market, this type of gene edit-
    ing remains largely uncontroversial. On the other
    hand, heritable genome editing remains concerning
    as it involves editing the DNA of embryos or gam-
    etes, which results in alterations to a genome that is
    heritable by future generations. Beyond establishing
    merely safety and efficacy, this type of gene editing
    is fraught with legal and ethical issues. Since 2018,
    there has been significant movement in the form of
    international debate, the drafting of reports and the
    creation of working groups to consider the ethical
    and legal issues surrounding heritable genome editing
    (National Academy of Medicine et al. 2020). This has
    also stimulated academic debate (Angrist et al. 2020).

    The Third International Summit on Heritable
    Human Genome Editing

    The Third International Summit on Human Genome
    Editing, which was convened by the U.K. Royal
    Society, U.K. Academy of Medical Sciences, U.S.
    National Academies of Sciences and Medicine, and
    the World Academy of Sciences, aimed to discuss
    progress, promise, and challenges in research,

    regulation, and equitable development of human
    genome editing technologies and therapies. The
    Summit attracted leading scientists in the field,
    policymakers and also featured the first patient who
    had been treated for sickle cell anaemia using gene
    editing technology. The findings of this third meeting
    emphasized that remarkable developments had been
    made in the field of somatic human genome editing,
    however the high cost of somatic therapies was
    highlighted as unsustainable and participants called for
    a global commitment to ensuring equitable access to
    treatment. The finding in respect of heritable genome
    editing however was not as positive. Here the finding
    was that this type of gene editing remains unacceptable
    as safety and efficacy had not been established,
    and that the governance frameworks and ethical
    principles which would apply to responsible use of the
    technology were not in place (Organizing Committee
    of the Third International Summit on Human Genome
    Editing 2023). In this regard, there has been a move in
    the South African jurisdiction to address these issues.

    The Scope of the Law

    In 2020 Baylis et  al. undertook a policy survey of
    106 countries in order to obtain a clear and accu-
    rate understanding of the global policy landscape
    for human germline and heritable genome editing
    (Baylis et  al. 2020). That study revealed that 96
    out of the 106 countries surveyed had policy docu-
    ments which were relevance to the use of heritable
    human genome editing. These documents included
    legislation, regulations, guidelines, codes, and
    ratification of international treaties. But law takes
    time to be enacted. The majority of the legal canon
    which exists today is based on historic law, which
    has been measured against the “supreme” laws of
    a country which include Constitutions and other
    documents which codify the fundamental human
    rights. The written law which exists today does not
    describe or mention gene editing because the tech-
    nology did not exist at the time that the laws were
    drafted. However, we can try to find some guidance
    by considering the two broad types of law, which is
    hard law and soft law. Hard law exists in the form
    of legislation and statutes, and there are legal con-
    sequences for violating these laws (such as fines or
    imprisonment). Soft law does not carry the force of

    There is a global acknowledgment of the need for cohesive policies. International efforts are necessary to address these new challenges.

    This summit reflects ongoing efforts to balance scientific innovation with ethical considerations.

    This consensus emphasizes the current ethical stance against heritable genome editing.

    17Bioethical Inquiry (2024) 21:15–18

    1 3
    Vol.: (0123456789)

    true law and exists in the form of guidelines as to
    what may be permissible in a given set of circum-
    stances. For instance, codes of conduct and good
    practice guidelines for a medical practitioner would
    fall into this class. While they highlight what is per-
    missible, they themselves are not identified as law
    by the law-making bodies of a country. They can
    however indirectly have legal consequences for a
    person, for instance if a medical practitioner does
    not follow good practice guidelines, they may lose
    their licence to practice medicine and that has the
    legal consequence of the medical practitioners not
    being able to lawfully practice medicine any longer.

    The distinction between these two types of law
    is important, because we need the hard law to be
    able to enforce legal principles of good governance
    that come with a penalty where these laws are con-
    travened. A large part of Jiankui’s ill-reception was
    based on the disregard for ethics in science, as well as
    his methodologies employed at various stages in his
    research. This included the ethical approvals which
    were obtained, where the experiments were con-
    ducted, and how he approached potential participants
    to participate in the research and permit the editing of
    their embryo’s genome. However, a significant ques-
    tion at the time was whether Jiankiu had broken any
    laws when conducting his research. There were no
    laws in China at the time which prohibited gene edit-
    ing, and for that reason in the end Jiankui was charged
    with practicing medicine without the required licence,
    which was the only charge which the Chinese authori-
    ties could lawfully bring against him. The children
    themselves were gene edited at the embryonic stage,
    at which point they did not possess any legal recogni-
    tion as they were not legally recognized persons who
    would be capable of possessing legal rights, duties,
    and responsibilities. Because embryos do not pos-
    sess legal personhood, they do not have rights in the
    manner which people generally do. However, there
    is ethical and moral significance which embryos do
    attract and this can be seen in the law and regulations
    surrounding research which involve human embryos.
    The most significant rule in this regard is the “14-day
    rule” which prohibits research on a human embryo
    once it reaches the 14th day of development. This rule
    has been enshrined in the law in the legal systems of
    many countries, including South Africa, where we
    see it in a Regulation which supports South Africa’s
    National Health Act 61 of 2003.

    South Africa’s Suggestions

    The Baylis study noted that South Africa did not
    have “any relevant information” regarding heritable
    human genome editing. However, research has shown
    that while gene editing is not expressly mentioned in
    extant law, there are two statutes which may possibly
    be applied to the technology in a regulatory fashion
    (Thaldar and Shozi 2022). The first is the Medicine
    and Related Substances Act 101 of 1965, where the
    definition of “medical devices” may be interpreted so
    as to include gene editing tools. If this were the case,
    then gene editing tools such as CrisprCas9 would fall
    under the ambit of the South African Health Prod-
    ucts Regulatory Authority. The second possible stat-
    ute which could be interpreted so as to apply in the
    context of heritable human genome editing is the
    National Health Act 61 of 2003. This statute prohib-
    its human cloning as it involves “the manipulation
    of genetic material in order to achieve the reproduc-
    tion of a human being.” It has been argued that the
    legal permissibility of heritable human genome edit-
    ing may rest on the way in which the words repro-
    duction of a human being is interpreted. If interpreted
    to mean human reproduction, then heritable human
    genome editing would be unlawful. However, if inter-
    preted narrowly so as to mean the replication of a
    human being, then the statute would not prohibit gene
    editing methods that result in heritable changes, and
    both preclinical and clinical trials for the technology
    would be subject to ethical clearance requirements
    by a health research ethics committee in terms of the
    same statute.

    By considering the meaning of the provisions of
    these two statutes, a set of five ethical principles have
    been suggested which may be used to draft possible
    guidelines, as there are currently no guidelines on
    genome editing in South Africa which could assist the
    South African Health Products Regulatory Authority
    or health research ethics committees (Thaldar et  al.
    2020). In summary, they are the following:

    Principle I: Given its potential to improve the lives
    of the people of South Africa, heritable human
    genome editing should be regulated, not banned.
    Principle II: Heritable human genome editing’s
    clinical applications should be made accessible to
    the public only if they are proven to be safe and
    effective.

    18 Bioethical Inquiry (2024) 21:15–18

    1 3
    Vol:. (1234567890)

    Principle III: Non-therapeutic heritable human
    genome editing should be regulated in the same
    way as heritable human genome editing, with the
    rider that it should not in any legally relevant
    sense cause harm.
    Principle IV: The decision whether to use herit-
    able human genome editing in a prospective child
    should, subject to principles I, II, and III, be left to
    the prospective parents.
    Principle V: Concerns about exacerbating social
    inequalities should be addressed by measures to
    increase access.

    These principles were embodied in suggested
    regulatory guidelines have been submitted for possi-
    ble inclusion in the revised National Health Research
    Ethics Guidelines which set out the norms and stand-
    ards for research in South Africa.

    Concluding Comments

    Human genome editing presents the possibility of
    curing serious illness, as well as removing serious
    illness from an individual’s family tree. If it remains
    unregulated, there will remain a tension between
    the scientific community which wants to develop
    its research into marketable therapeutics and health
    needs of the broader population. Properly regulated,
    the risk of unethical research will be reduced and a
    rights-based approach to science will ensure that
    scientific progress may continue within legal param-
    eters, and the legal rights of clinical trial participants
    as well as patients are protected. It is hoped that the
    suggestions submitted in respect of the South African
    national ethics guidelines will be well received and
    that South African developments may bring us closer
    to a clinical pathway to heritable human genome
    editing.

    Funding Open access funding provided by University of
    KwaZulu-Natal.

    Declarations

    Competing interest The author(s) declare no competing
    interests.

    Open Access This article is licensed under a Creative Com-
    mons Attribution 4.0 International License, which permits
    use, sharing, adaptation, distribution and reproduction in any
    medium or format, as long as you give appropriate credit to the
    original author(s) and the source, provide a link to the Crea-
    tive Commons licence, and indicate if changes were made. The
    images or other third party material in this article are included
    in the article’s Creative Commons licence, unless indicated
    otherwise in a credit line to the material. If material is not
    included in the article’s Creative Commons licence and your
    intended use is not permitted by statutory regulation or exceeds
    the permitted use, you will need to obtain permission directly
    from the copyright holder. To view a copy of this licence, visit
    http:// creat iveco mmons. org/ licen ses/ by/4. 0/.

    References

    Angrist M, R. Barrangou, F. Baylis, et  al. 2020. Reactions to
    the National Academies/Royal Society Report on Her-
    itable Human Genome Editing. CRISPR Journal 3(5):
    332–349.

    Baylis, F., M. Darnovsky, K. Hasson, and T.M. Krahn. 2020.
    Human germline and heritable genome editing: The global
    policy landscape. The CRISPR Journal 3(5): 365–377.

    National Academy of Medicine, National Academy of Sci-
    ences, The Royal Society, and the International Commis-
    sion on the Clinical Use of Human Germline Genome
    Editing. 2020. Heritable Human Genome Editing.
    https:// nap. natio nalac ademi es. org/ read/ 25665/ chapt er/1.
    Accessed November 11, 2023.

    Organizing Committee of the Third International Summit
    on Human Genome Editing. 2023. Statement from the
    Organizing Committee of the Third International Summit
    on Human Genome Editing. https:// royal socie ty. org/ scien
    ce- events- and- lectu res/ 2023/ 03/ 2023- human- genome-
    editi ng- summit/. Accessed November 11, 2023.

    Thaldar, D., M. Botes, B. Shozi, et al. 2020. Human germline
    editing: Legal-ethical guidelines for South Africa. South
    African Journal of Science 116(9/10): 1–7.

    Thaldar, D., and B. Shozi. 2022. South Africa’s latest medi-
    cally assisted reproduction draft regulations: Close, but no
    cigar. Tydskrif vir die Suid-Afrikaanse Reg (1): 1–24.

    Publisher’s Note Springer Nature remains neutral with regard
    to jurisdictional claims in published maps and institutional
    affiliations.

    [http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/)

    [https://nap.nationalacademies.org/read/25665/chapter/1](https://nap.nationalacademies.org/read/25665/chapter/1)

    [https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/](https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/)

    [https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/](https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/)

    [https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/](https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/)

    – Recent Developments in the Regulation of Heritable Human Genome Editing
    – Abstract
    – Introduction
    – Heritable Human Genome Editing
    – The Third International Summit on Heritable Human Genome Editing
    – The Scope of the Law
    – South Africa’s Suggestions
    – Concluding Comments
    – References

    **Harris-1997-GoodbyeDollyTheethicsofhumancloning.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/harris-1997-goodbyedollytheethicsofhumancloning-pdf)

    **Lavi-2018-CloningInternationalLawTheScienceandScienceFictionofHumanCloningandStem-CellPatenting.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lavi-2018-cloninginternationallawthescienceandsciencefictionofhumancloningandstem-cellpatenting-pdf)

    **Barthetal.-2020-GeneticEndowmentsandWealthInequality.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/barthetal-2020-geneticendowmentsandwealthinequality-pdf)

    **Greely-2021-CRISPRPeopleTheScienceandEthicsofEditingHumans.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/greely-2021-crisprpeoplethescienceandethicsofeditinghumans-pdf)

    **## Homework-ProposalforResearchPaper.docx**

    **What is your narrowed research topic?**

    The Ethical, Societal, and Scientific Implications of Legalizing Genetic Modification and Cloning in Humans

    ****Why have you chosen this topic? How does this topic affect you personally? (It does.) Be specific.****

    **I have chosen this topic because genetic modification and cloning have the potential to revolutionize medicine and human health. The idea of eliminating genetic disorders, extending human lifespan, and enhancing physical and cognitive abilities is both fascinating and controversial. This topic presents a vision of the future where chronic diseases and genetic limitations become obsolete. However, genetic cloning cannot be taken lightly, and there are concerns about the disastrous implications it could bring. By exploring this topic, I hope to find strong arguments that consider both the potential benefits and the ethical concerns.**

    ****What kind of foundational or base knowledge might your team need before starting your research journey?****

    **·**
    ****Scientific Basis:** Understanding the different techniques through which cloning or genetic modification can be carried out.**

    **·**
    ****Historical Context:** Reviewing past cloning experiments, including the most famous one, Dolly the sheep.**

    **·**
    ****Ethical and Legal Considerations:** Examining the concerns raised by bioethicists, religious groups, and politicians regarding this issue.**

    **·**
    ****Public Perception:** Investigating media reactions and understanding public fears regarding this new technology.**

    **·**
    ****Current Regulations:** Reviewing the existing laws on this topic in the USA, Europe, and China.**

    ****How much do you already know about the topic?****

    **I believe I understand the basic concepts behind genetic modifications and cloning. Additionally, I am aware that in the past, experiments have been conducted on cloning animals, as well as some attempts at genetic modifications in humans. However, I need to delve deeper into the ethical debate, legal frameworks, and the social consequences if this technology is adopted on a global scale.**

    ****Offer at least three potential perspectives to explore in your research.****

    **·**
    ****Scientific and Medical Advances:** The potential to eliminate genetic diseases such as cancer. Applications in regenerative medicine and organ transplantation. Preventive medicine or a definitive cure for multiple diseases.**

    **·**
    ****Ethical and Social Concerns:** The debate over "designer babies" and the implications of genetic inequality. Religious or philosophical arguments against genetic modification. Concerns about harmful genetic modifications or the loss of genetic diversity.**

    **·**
    ****Political and Legal Considerations:** Comparing the different regulations among the three major global powers: the USA, the EU, and China. Potential changes in these regulations. The role of governments and international organizations in regulating genetic modifications and cloning.**

    ****Ask yourself: Who is impacted by this topic? Who cares about this topic? Who researches this topic, or works in this field? Who might be making things better or worse?****

    **· Individuals with Genetic Disorders.**

    **· Scientists and Medical Researchers.**

    **· Ethicists and Religious Groups.**

    **· Lawmakers and Government Agencies.**

    **· Pharmaceutical and Biotech Companies.**

    **· The General Public.**

    **Ask yourself: Who is impacted by this topic? Who cares about this topic? Who researches this topic, or works in this field? Who might be making things better or worse?**

    **· Genetic modification in humans**

    **· Human cloning ethics**

    **· Legalization of genetic engineering**

    **· Benefits of human cloning**

    **· Ethical concerns in genetic modification**

    **· Future of gene therapy**

    **· Human genome editing regulations**

    **· Medical advancements through cloning**

    **· Societal impact of designer babies**

    **· Cloning laws in USA, EU, and China.**

    **## Soni-2024-RecentDevelopmentsintheRegulationofHeritableHumanGenomeEditing.pdf**

    Vol.: (0123456789)
    1 3

    Bioethical Inquiry (2024) 21:15–18
    https://doi.org/10.1007/s11673-023-10332-w

    RECENT DEVELOPMENTS

    Recent Developments in the Regulation of Heritable Human
    Genome Editing

    S. Soni

    Received: 15 November 2023 / Accepted: 18 December 2023 / Published online: 3 April 2024
    © The Author(s) 2024

    Abstract In 2018, the Chinese scientist He Jiankui
    presented his research at the Second International
    Summit on Human Genome Editing in Hong Kong.
    While it was intended that he facilitate a workshop,
    he was instead called on to present his research in
    heritable human genome editing, where he made
    the announcement that he had taken great strides in
    advancement of his research, to the extent that he
    had gene-edited human embryos and that this had
    resulted in the live births of two children. While his
    research ethic and methodology was interrogated, he
    insisted that two children, twin girls, had been born
    healthy and that there was another pregnancy (at the
    time) where birth of a third gene edited child would
    be imminent. This announcement generated a ripple
    effect in the scientific community and exposed the
    gaps in regulation and absence of law relating to the
    technology. This resulted in a flurry of activity and
    conversation around regulation of the technology,
    which scientists stated was not ready for human trials.
    This article reviews the Third Summit which was held
    in London in March 2023 and comments on the lat-
    est developments in the regulation of heritable human
    genome editing.

    Keywords Genome editing · Health · Bioethics ·
    Autonomy · Law · Regulation

    Introduction

    Human genome editing has the potential to revolu-
    tion human health. By using gene editing tools such
    as CrisprCas9 to alter the DNA of an organism, gene
    editing can make molecular changes to that organ-
    ism’s DNA to obtain a desired outcome. Research in
    gene editing has targeted issues in health including
    the improvement of health outcomes as well as dis-
    ease control. In this respect we have seen research on
    the use of gene editing to improve crops to make them
    hardier and more resistance to environmental stresses.
    We have also seen research on the use of gene edit-
    ing to alter the genomes of mosquito to remove their
    ability to transmit diseases such as malaria. We have
    also seen research on cattle, with a view to alter their
    genomes to render them horn-less. However, none of
    that research has attracted as much human investment
    and attention as the research on potential applica-
    tions of gene editing technology to resolving issues in
    human health.

    In 2018, when He Jiankui made his revelation that
    he had altered the genomes of two children for the
    purposes of rendering them resistant to HIV infec-
    tion, the news received mixed reactions. While the
    scientific community largely condemned his flagrant
    disregard for the safety of the children involved, the

    S. Soni (*)
    School of Law, University of KwaZulu-Natal, Scottsville,
    Pietermaritzburg 3209, South Africa
    e-mail: sonish@ukzn.ac.za

    [http://crossmark.crossref.org/dialog/?doi=10.1007/s11673-023-10332-w&domain=pdf](http://crossmark.crossref.org/dialog/?doi=10.1007/s11673-023-10332-w&domain=pdf)

    [http://orcid.org/0000-0001-6678-6008](http://orcid.org/0000-0001-6678-6008)

    It is urgent robust laws for human genome editing. Scientific advancements outpace regulatory measures.

    There is significant deficiencies in global governance concerning heritable genome editing.

    16 Bioethical Inquiry (2024) 21:15–18

    1 3
    Vol:. (1234567890)

    general population remained divided on the issue.
    On the one hand people were concerned that he had
    subjected our weakest and most vulnerable to what
    amounted to human experimentation (the children’s
    genomes were edited when they were at the embry-
    onic stage of development), but on the other hand
    many people applauded his attempt at reducing esca-
    lating HIV rates. If gene editing has the potential to
    eradicate diseases such as HIV, cancer, and others,
    then on what basis should we stop the scientists who
    are trying to do this?

    Heritable Human Genome Editing

    Human genome editing utilizes gene editing tech-
    nology to make changes to human DNA to achieve
    a desired change in the genome. We may distin-
    guish between somatic editing, which is gene edit-
    ing applied to somatic cells. This type of gene edit-
    ing does not create heritable changes and the changes
    to the DNA remain with the individual themselves.
    Apart from establishing the safety and efficacy of
    the therapy and obtaining the required approvals to
    bring the therapy to market, this type of gene edit-
    ing remains largely uncontroversial. On the other
    hand, heritable genome editing remains concerning
    as it involves editing the DNA of embryos or gam-
    etes, which results in alterations to a genome that is
    heritable by future generations. Beyond establishing
    merely safety and efficacy, this type of gene editing
    is fraught with legal and ethical issues. Since 2018,
    there has been significant movement in the form of
    international debate, the drafting of reports and the
    creation of working groups to consider the ethical
    and legal issues surrounding heritable genome editing
    (National Academy of Medicine et al. 2020). This has
    also stimulated academic debate (Angrist et al. 2020).

    The Third International Summit on Heritable
    Human Genome Editing

    The Third International Summit on Human Genome
    Editing, which was convened by the U.K. Royal
    Society, U.K. Academy of Medical Sciences, U.S.
    National Academies of Sciences and Medicine, and
    the World Academy of Sciences, aimed to discuss
    progress, promise, and challenges in research,

    regulation, and equitable development of human
    genome editing technologies and therapies. The
    Summit attracted leading scientists in the field,
    policymakers and also featured the first patient who
    had been treated for sickle cell anaemia using gene
    editing technology. The findings of this third meeting
    emphasized that remarkable developments had been
    made in the field of somatic human genome editing,
    however the high cost of somatic therapies was
    highlighted as unsustainable and participants called for
    a global commitment to ensuring equitable access to
    treatment. The finding in respect of heritable genome
    editing however was not as positive. Here the finding
    was that this type of gene editing remains unacceptable
    as safety and efficacy had not been established,
    and that the governance frameworks and ethical
    principles which would apply to responsible use of the
    technology were not in place (Organizing Committee
    of the Third International Summit on Human Genome
    Editing 2023). In this regard, there has been a move in
    the South African jurisdiction to address these issues.

    The Scope of the Law

    In 2020 Baylis et  al. undertook a policy survey of
    106 countries in order to obtain a clear and accu-
    rate understanding of the global policy landscape
    for human germline and heritable genome editing
    (Baylis et  al. 2020). That study revealed that 96
    out of the 106 countries surveyed had policy docu-
    ments which were relevance to the use of heritable
    human genome editing. These documents included
    legislation, regulations, guidelines, codes, and
    ratification of international treaties. But law takes
    time to be enacted. The majority of the legal canon
    which exists today is based on historic law, which
    has been measured against the “supreme” laws of
    a country which include Constitutions and other
    documents which codify the fundamental human
    rights. The written law which exists today does not
    describe or mention gene editing because the tech-
    nology did not exist at the time that the laws were
    drafted. However, we can try to find some guidance
    by considering the two broad types of law, which is
    hard law and soft law. Hard law exists in the form
    of legislation and statutes, and there are legal con-
    sequences for violating these laws (such as fines or
    imprisonment). Soft law does not carry the force of

    There is a global acknowledgment of the need for cohesive policies. International efforts are necessary to address these new challenges.

    This summit reflects ongoing efforts to balance scientific innovation with ethical considerations.

    This consensus emphasizes the current ethical stance against heritable genome editing.

    17Bioethical Inquiry (2024) 21:15–18

    1 3
    Vol.: (0123456789)

    true law and exists in the form of guidelines as to
    what may be permissible in a given set of circum-
    stances. For instance, codes of conduct and good
    practice guidelines for a medical practitioner would
    fall into this class. While they highlight what is per-
    missible, they themselves are not identified as law
    by the law-making bodies of a country. They can
    however indirectly have legal consequences for a
    person, for instance if a medical practitioner does
    not follow good practice guidelines, they may lose
    their licence to practice medicine and that has the
    legal consequence of the medical practitioners not
    being able to lawfully practice medicine any longer.

    The distinction between these two types of law
    is important, because we need the hard law to be
    able to enforce legal principles of good governance
    that come with a penalty where these laws are con-
    travened. A large part of Jiankui’s ill-reception was
    based on the disregard for ethics in science, as well as
    his methodologies employed at various stages in his
    research. This included the ethical approvals which
    were obtained, where the experiments were con-
    ducted, and how he approached potential participants
    to participate in the research and permit the editing of
    their embryo’s genome. However, a significant ques-
    tion at the time was whether Jiankiu had broken any
    laws when conducting his research. There were no
    laws in China at the time which prohibited gene edit-
    ing, and for that reason in the end Jiankui was charged
    with practicing medicine without the required licence,
    which was the only charge which the Chinese authori-
    ties could lawfully bring against him. The children
    themselves were gene edited at the embryonic stage,
    at which point they did not possess any legal recogni-
    tion as they were not legally recognized persons who
    would be capable of possessing legal rights, duties,
    and responsibilities. Because embryos do not pos-
    sess legal personhood, they do not have rights in the
    manner which people generally do. However, there
    is ethical and moral significance which embryos do
    attract and this can be seen in the law and regulations
    surrounding research which involve human embryos.
    The most significant rule in this regard is the “14-day
    rule” which prohibits research on a human embryo
    once it reaches the 14th day of development. This rule
    has been enshrined in the law in the legal systems of
    many countries, including South Africa, where we
    see it in a Regulation which supports South Africa’s
    National Health Act 61 of 2003.

    South Africa’s Suggestions

    The Baylis study noted that South Africa did not
    have “any relevant information” regarding heritable
    human genome editing. However, research has shown
    that while gene editing is not expressly mentioned in
    extant law, there are two statutes which may possibly
    be applied to the technology in a regulatory fashion
    (Thaldar and Shozi 2022). The first is the Medicine
    and Related Substances Act 101 of 1965, where the
    definition of “medical devices” may be interpreted so
    as to include gene editing tools. If this were the case,
    then gene editing tools such as CrisprCas9 would fall
    under the ambit of the South African Health Prod-
    ucts Regulatory Authority. The second possible stat-
    ute which could be interpreted so as to apply in the
    context of heritable human genome editing is the
    National Health Act 61 of 2003. This statute prohib-
    its human cloning as it involves “the manipulation
    of genetic material in order to achieve the reproduc-
    tion of a human being.” It has been argued that the
    legal permissibility of heritable human genome edit-
    ing may rest on the way in which the words repro-
    duction of a human being is interpreted. If interpreted
    to mean human reproduction, then heritable human
    genome editing would be unlawful. However, if inter-
    preted narrowly so as to mean the replication of a
    human being, then the statute would not prohibit gene
    editing methods that result in heritable changes, and
    both preclinical and clinical trials for the technology
    would be subject to ethical clearance requirements
    by a health research ethics committee in terms of the
    same statute.

    By considering the meaning of the provisions of
    these two statutes, a set of five ethical principles have
    been suggested which may be used to draft possible
    guidelines, as there are currently no guidelines on
    genome editing in South Africa which could assist the
    South African Health Products Regulatory Authority
    or health research ethics committees (Thaldar et  al.
    2020). In summary, they are the following:

    Principle I: Given its potential to improve the lives
    of the people of South Africa, heritable human
    genome editing should be regulated, not banned.
    Principle II: Heritable human genome editing’s
    clinical applications should be made accessible to
    the public only if they are proven to be safe and
    effective.

    18 Bioethical Inquiry (2024) 21:15–18

    1 3
    Vol:. (1234567890)

    Principle III: Non-therapeutic heritable human
    genome editing should be regulated in the same
    way as heritable human genome editing, with the
    rider that it should not in any legally relevant
    sense cause harm.
    Principle IV: The decision whether to use herit-
    able human genome editing in a prospective child
    should, subject to principles I, II, and III, be left to
    the prospective parents.
    Principle V: Concerns about exacerbating social
    inequalities should be addressed by measures to
    increase access.

    These principles were embodied in suggested
    regulatory guidelines have been submitted for possi-
    ble inclusion in the revised National Health Research
    Ethics Guidelines which set out the norms and stand-
    ards for research in South Africa.

    Concluding Comments

    Human genome editing presents the possibility of
    curing serious illness, as well as removing serious
    illness from an individual’s family tree. If it remains
    unregulated, there will remain a tension between
    the scientific community which wants to develop
    its research into marketable therapeutics and health
    needs of the broader population. Properly regulated,
    the risk of unethical research will be reduced and a
    rights-based approach to science will ensure that
    scientific progress may continue within legal param-
    eters, and the legal rights of clinical trial participants
    as well as patients are protected. It is hoped that the
    suggestions submitted in respect of the South African
    national ethics guidelines will be well received and
    that South African developments may bring us closer
    to a clinical pathway to heritable human genome
    editing.

    Funding Open access funding provided by University of
    KwaZulu-Natal.

    Declarations

    Competing interest The author(s) declare no competing
    interests.

    Open Access This article is licensed under a Creative Com-
    mons Attribution 4.0 International License, which permits
    use, sharing, adaptation, distribution and reproduction in any
    medium or format, as long as you give appropriate credit to the
    original author(s) and the source, provide a link to the Crea-
    tive Commons licence, and indicate if changes were made. The
    images or other third party material in this article are included
    in the article’s Creative Commons licence, unless indicated
    otherwise in a credit line to the material. If material is not
    included in the article’s Creative Commons licence and your
    intended use is not permitted by statutory regulation or exceeds
    the permitted use, you will need to obtain permission directly
    from the copyright holder. To view a copy of this licence, visit
    http:// creat iveco mmons. org/ licen ses/ by/4. 0/.

    References

    Angrist M, R. Barrangou, F. Baylis, et  al. 2020. Reactions to
    the National Academies/Royal Society Report on Her-
    itable Human Genome Editing. CRISPR Journal 3(5):
    332–349.

    Baylis, F., M. Darnovsky, K. Hasson, and T.M. Krahn. 2020.
    Human germline and heritable genome editing: The global
    policy landscape. The CRISPR Journal 3(5): 365–377.

    National Academy of Medicine, National Academy of Sci-
    ences, The Royal Society, and the International Commis-
    sion on the Clinical Use of Human Germline Genome
    Editing. 2020. Heritable Human Genome Editing.
    https:// nap. natio nalac ademi es. org/ read/ 25665/ chapt er/1.
    Accessed November 11, 2023.

    Organizing Committee of the Third International Summit
    on Human Genome Editing. 2023. Statement from the
    Organizing Committee of the Third International Summit
    on Human Genome Editing. https:// royal socie ty. org/ scien
    ce- events- and- lectu res/ 2023/ 03/ 2023- human- genome-
    editi ng- summit/. Accessed November 11, 2023.

    Thaldar, D., M. Botes, B. Shozi, et al. 2020. Human germline
    editing: Legal-ethical guidelines for South Africa. South
    African Journal of Science 116(9/10): 1–7.

    Thaldar, D., and B. Shozi. 2022. South Africa’s latest medi-
    cally assisted reproduction draft regulations: Close, but no
    cigar. Tydskrif vir die Suid-Afrikaanse Reg (1): 1–24.

    Publisher’s Note Springer Nature remains neutral with regard
    to jurisdictional claims in published maps and institutional
    affiliations.

    [http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/)

    [https://nap.nationalacademies.org/read/25665/chapter/1](https://nap.nationalacademies.org/read/25665/chapter/1)

    [https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/](https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/)

    [https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/](https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/)

    [https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/](https://royalsociety.org/science-events-and-lectures/2023/03/2023-human-genome-editing-summit/)

    – Recent Developments in the Regulation of Heritable Human Genome Editing
    – Abstract
    – Introduction
    – Heritable Human Genome Editing
    – The Third International Summit on Heritable Human Genome Editing
    – The Scope of the Law
    – South Africa’s Suggestions
    – Concluding Comments
    – References

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    – 2 years ago **files (1)** – ## CGIAssignment.docx **## CGIAssignment.docx** CGI refers to Computer Generated Imagery-an image that is produced in movies, television series, video games, and many others using computer graphics. CGI is used to create images and characters, settings, and effects in a…

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    **## CGIAssignment.docx**

    CGI refers to Computer Generated Imagery-an image that is produced in movies, television series, video games, and many others using computer graphics. CGI is used to create images and characters, settings, and effects in an overwhelmingly real or vivid imaginative way, and at times, this goes beyond all that is achievable using practical effects. Computer graphics have changed much of modern storytelling, with the lifelike addition of animations, recreation of real events, and arguably the combination of digital features into live action. J.A. Bayona's film adaptation of A Monster Calls, based on Patrick Ness's novel, features colossally massive visuals complemented by deep emotional motifs, greatly astonishing and fanciful in essence: embodiments of the treelike monster take center stage at the interplay between fantasy and depth of narrative storytelling. The way the creature moves and how it has been visualized makes explicit what is going on in the mind of the protagonist Conor; his sadness, sorrow and struggles add another layer to the narrative. CGI, moreover, creates furry dreamy pastel-hued animations to express a feeling of Conor. Yet in contrast to more tactile forms of art, when added up, CGI smoothes out what, with the deeper message acceptance and healing the film carries, would have been harder hitting. One proposes through this paper the analysis of CGI features including its unnatural proportions, its species combinations, and its colors likewise unnaturally created within A Monster Calls.

    This being in A Monster Calls, reveals itself in scale as an enormous entity that towers over Conor and the surroundings, impressively, as if moving through some colossal doorway. This monumental scale moves with Conor’s emotions as he deals with his mother’s grave illness, alluding to the internal conflict he is grappling with. This depth of the monster serves to explain Conor’s immeasurable sadness, anger, and worry. Just as Conor’s everyday life is burdened by his psychological weight, the creature’s towering height makes it impossible for him to escape from it. Also, the alien proportions of the monster strengthen their role as a father and a shield. Far from merely intimidating, the creature aids Conor in facing the unimaginably frightening realities and monsters life has in store. Size and overwhelming caring wisdom mirrors the extent of the emotions Conor feels. The use of CGI makes the muscles of the creature move in a way that makes them appear simultaneously frightening and warm, abstractly representing the emotions associated with mourning and loss. The enormous frame of the creature also provokes feelings of curiosity and awe, pulling the audience into Conor’s dreamlike world. The polarization of the massive creature’s body and the delicate, little humans beneath it emphasizes the vulnerability of Conor and his family.

    The monster's appearance is an engaging combination of a whole host of other creatures: the hybrid of a tree, a human, and a mythological figure. CGI works great in unifying different features into one single believable character. The treelike aspects of the creature-its sunken eyes-generate an instinctual sympathy, all the while conveying the tension of trying to bridge the gap between fantasy and reality. This hybrid of species contributes, as well, to the bigger questions of transformation and connectivity that are at the movie's core. While the creature dons all of its different skins, Conor's journey narrates the transition he has to undergo toward accepting grief and the insistent progression of loss. The hybrid features of the beast represent the internal struggle of Conor to balance between the innocence of childhood and the hard realities of growing up. In this way the CGI monster becomes a visual analog for Conor's internal growth on an emotional and psychological level. Also, its mixed characteristics connect to the ancient storytelling of mythology and folklore, in which these beings were imbued with contradictory traits and expressed elaborate concepts. By invoking this tradition, the film represents the monster with universal recognition as an eternal and iconic representation that transcends the details of Conor's particular story. It is just such an archetypical quality-to which the creature speaks-given life by the use of CGI, which stands for precise and extended symbols for healing and transformation.

    A distinct originality of the CGI rests in its use of different colors on the glowing creature that hints to the style of the film. The texture of the creature resembles bark, generally appearing in deep, earthy tones, while its glowing eyes and bright interior suggest unnatural power. Such strange colors create curiosity and strength, always underlining the fact that this being is supernatural. On the other hand, the contrasting dark exterior of the creature and shining center reflect Conor's conflicted feelings: the sadness coming from his mourning and the hope borne out of his resilience. The directors also employ bright colors in the sections of the narrative that break into animated segments, watercolor-like in quality to embody Conor's inside thoughts. Unusual colors in those sections also add emotional layers to the artistic and deeply personal narrative. The CGI allows these colorful animated parts to intermingle with the live-action parts of the film, thus providing an astonishing visual style for the film. In the end, the unusual colors of the creature's design, interspersed all through the film, enhance the emotional experience. The warm, glowing colors of its insides instill comfort and safety, while the cooler and darker tones of its surface recall the harshness of reality. This play of color serves as a reflection on the light in the film to darkness, hope versus despair, and the mixed feelings of grief. Thus, the whole business of applying artificial colors thanks to CGI becomes imperative in conveying the themes of the film and intensifying the emotion.

    In A Monster Calls, CGI renders the creature with unusual proportions and combinations of different species and strange colors, defying the usual cultural meanings. As this existence mixes all sorts of behaviors, tumbling down into jungle and human characteristics, it actually plays out as the beast that challenges how we do division in the natural world: a trajectory of chaos and mutation laced with emotional richness. The Adam-Sized beast with its distinct physical structure beckons fear alongside respect, challenging ideas that monsters are intended to be purely evil or dangerous. The use of strange colors sets it further away from realism and tells about thin lines between reality and imagination. Such imagery encapsulates the film's themes of grief and healing, the monster being a cultural motif for people to path their own battles in life. The movie, in showcasing monstrosity through CGI, reconfigures viewers' perceptions of mythical creatures, thereby borrowing emphasis on their role in crying emotional and psychological experiences.

    In conclusion, CGI in A Monster Calls does not only create visual effects but it is also a vital layer adding emotional intensity to the film and its themes. The oversized creature corresponds with Conor's own feelings of bereavement, while its blending of species speaks to both transformation and connectivity. The use of unusual coloring adds to the film's tone and meaning, creating a bold but very personal visual. All together these aspects show that CGI can create a character and a world singular in visual splendor but rich in meaning. A Monster Calls seamlessly interweaves reality and fantasy, rendering darkness profound in nature through loss, healing, and the power of storytelling by deploying an ingenious use of CGI.

    **## CGIAssignment.docx**

    CGI refers to Computer Generated Imagery-an image that is produced in movies, television series, video games, and many others using computer graphics. CGI is used to create images and characters, settings, and effects in an overwhelmingly real or vivid imaginative way, and at times, this goes beyond all that is achievable using practical effects. Computer graphics have changed much of modern storytelling, with the lifelike addition of animations, recreation of real events, and arguably the combination of digital features into live action. J.A. Bayona's film adaptation of A Monster Calls, based on Patrick Ness's novel, features colossally massive visuals complemented by deep emotional motifs, greatly astonishing and fanciful in essence: embodiments of the treelike monster take center stage at the interplay between fantasy and depth of narrative storytelling. The way the creature moves and how it has been visualized makes explicit what is going on in the mind of the protagonist Conor; his sadness, sorrow and struggles add another layer to the narrative. CGI, moreover, creates furry dreamy pastel-hued animations to express a feeling of Conor. Yet in contrast to more tactile forms of art, when added up, CGI smoothes out what, with the deeper message acceptance and healing the film carries, would have been harder hitting. One proposes through this paper the analysis of CGI features including its unnatural proportions, its species combinations, and its colors likewise unnaturally created within A Monster Calls.

    This being in A Monster Calls, reveals itself in scale as an enormous entity that towers over Conor and the surroundings, impressively, as if moving through some colossal doorway. This monumental scale moves with Conor’s emotions as he deals with his mother’s grave illness, alluding to the internal conflict he is grappling with. This depth of the monster serves to explain Conor’s immeasurable sadness, anger, and worry. Just as Conor’s everyday life is burdened by his psychological weight, the creature’s towering height makes it impossible for him to escape from it. Also, the alien proportions of the monster strengthen their role as a father and a shield. Far from merely intimidating, the creature aids Conor in facing the unimaginably frightening realities and monsters life has in store. Size and overwhelming caring wisdom mirrors the extent of the emotions Conor feels. The use of CGI makes the muscles of the creature move in a way that makes them appear simultaneously frightening and warm, abstractly representing the emotions associated with mourning and loss. The enormous frame of the creature also provokes feelings of curiosity and awe, pulling the audience into Conor’s dreamlike world. The polarization of the massive creature’s body and the delicate, little humans beneath it emphasizes the vulnerability of Conor and his family.

    The monster's appearance is an engaging combination of a whole host of other creatures: the hybrid of a tree, a human, and a mythological figure. CGI works great in unifying different features into one single believable character. The treelike aspects of the creature-its sunken eyes-generate an instinctual sympathy, all the while conveying the tension of trying to bridge the gap between fantasy and reality. This hybrid of species contributes, as well, to the bigger questions of transformation and connectivity that are at the movie's core. While the creature dons all of its different skins, Conor's journey narrates the transition he has to undergo toward accepting grief and the insistent progression of loss. The hybrid features of the beast represent the internal struggle of Conor to balance between the innocence of childhood and the hard realities of growing up. In this way the CGI monster becomes a visual analog for Conor's internal growth on an emotional and psychological level. Also, its mixed characteristics connect to the ancient storytelling of mythology and folklore, in which these beings were imbued with contradictory traits and expressed elaborate concepts. By invoking this tradition, the film represents the monster with universal recognition as an eternal and iconic representation that transcends the details of Conor's particular story. It is just such an archetypical quality-to which the creature speaks-given life by the use of CGI, which stands for precise and extended symbols for healing and transformation.

    A distinct originality of the CGI rests in its use of different colors on the glowing creature that hints to the style of the film. The texture of the creature resembles bark, generally appearing in deep, earthy tones, while its glowing eyes and bright interior suggest unnatural power. Such strange colors create curiosity and strength, always underlining the fact that this being is supernatural. On the other hand, the contrasting dark exterior of the creature and shining center reflect Conor's conflicted feelings: the sadness coming from his mourning and the hope borne out of his resilience. The directors also employ bright colors in the sections of the narrative that break into animated segments, watercolor-like in quality to embody Conor's inside thoughts. Unusual colors in those sections also add emotional layers to the artistic and deeply personal narrative. The CGI allows these colorful animated parts to intermingle with the live-action parts of the film, thus providing an astonishing visual style for the film. In the end, the unusual colors of the creature's design, interspersed all through the film, enhance the emotional experience. The warm, glowing colors of its insides instill comfort and safety, while the cooler and darker tones of its surface recall the harshness of reality. This play of color serves as a reflection on the light in the film to darkness, hope versus despair, and the mixed feelings of grief. Thus, the whole business of applying artificial colors thanks to CGI becomes imperative in conveying the themes of the film and intensifying the emotion.

    In A Monster Calls, CGI renders the creature with unusual proportions and combinations of different species and strange colors, defying the usual cultural meanings. As this existence mixes all sorts of behaviors, tumbling down into jungle and human characteristics, it actually plays out as the beast that challenges how we do division in the natural world: a trajectory of chaos and mutation laced with emotional richness. The Adam-Sized beast with its distinct physical structure beckons fear alongside respect, challenging ideas that monsters are intended to be purely evil or dangerous. The use of strange colors sets it further away from realism and tells about thin lines between reality and imagination. Such imagery encapsulates the film's themes of grief and healing, the monster being a cultural motif for people to path their own battles in life. The movie, in showcasing monstrosity through CGI, reconfigures viewers' perceptions of mythical creatures, thereby borrowing emphasis on their role in crying emotional and psychological experiences.

    In conclusion, CGI in A Monster Calls does not only create visual effects but it is also a vital layer adding emotional intensity to the film and its themes. The oversized creature corresponds with Conor's own feelings of bereavement, while its blending of species speaks to both transformation and connectivity. The use of unusual coloring adds to the film's tone and meaning, creating a bold but very personal visual. All together these aspects show that CGI can create a character and a world singular in visual splendor but rich in meaning. A Monster Calls seamlessly interweaves reality and fantasy, rendering darkness profound in nature through loss, healing, and the power of storytelling by deploying an ingenious use of CGI.

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    please see attachments – 2 years ago **files (4)** – ## lu02_topic_assignment.pdf – ## unit2.pdf – ## lu02_topic_suggestions.pdf – lu02_sample_informativeunit2.pdf **## lu02_topic_assignment.pdf** ENG 106: Composition II Learning Unit 2: Instructions Topic Proposal Assignment Instructions Ty…

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    – 2 years ago

    **files (4)**

    – ## lu02_topic_assignment.pdf

    – ## unit2.pdf

    – ## lu02_topic_suggestions.pdf

    – lu02_sample_informativeunit2.pdf

    **## lu02_topic_assignment.pdf**

    ENG 106: Composition II Learning Unit 2: Instructions

    Topic Proposal Assignment Instructions

    Type a one (full) page proposal that discusses the topic you would like to research for the Informative

    Essay and the Persuasive Essay. Your proposal should include the following:

    1. A statement of the narrowed research question you would like to pursue, why you are

    interested in the topic, and what background you already have on the topic. (Refer to the

    handouts and lectures in this unit for more information regarding topic choices.)

    2. A statement of the significance of your topic to your future field of study and/or your

    development as a responsible citizen.

    3. A brief overview (based on your limited scanning of sources) of what seem to be major issues

    within this conflict. In short, explain at least two legitimate sides of this issue.

    4. A short (three-source) list of sources you have located, which you believe will provide valuable

    input for the topic.

    Note: Your proposal should reflect thought and a bit of preliminary research in preparation for choosing

    your topic.

    © Kameo Cragoe, Kara Beary, and Indian Hills Community College

    **## unit2.pdf**

    ENG 106: Composition II Learning Unit 2: Instructions

    Sample Student Essay Assignment Instructions

    Overview: This assignment is designed to help you understand the requirements of the Informative

    Essay. Seeing a completed student paper will not only provide you an example of appropriate tone and

    organization for the Informative Essay assignment, but also help you understand where you’re headed

    before you choose a topic.

    Directions: Read the “Sample Student Informative Essay” and answer the following questions. Please

    use full sentences and answer each question thoroughly. When you’re done, save it as a .doc, .docx, .rtf,

    or .pdf file and upload it to the appropriate MyHills location.

    1. Describe how the student introduces the topic.

    2. Do you find this introduction effective? Why or why not?

    3. Based on the thesis, what major sections do you expect to see in the body of the paper?

    4. List the main points made in the background section.

    5. Do you see any logic to the way the background section is arranged? Explain.

    6. List the major arguments the student explains in favor of taking a gap year.

    7. List the major arguments the student explains against taking a gap year.

    8. Describe how the student concludes.

    9. Do you find the conclusion effective? Why or why not?

    10. How would you describe the tone of this essay?

    11. What do you think the student did well in the essay?

    12. How do you think the student could have improved the essay?

    13. After reading the essay, do you think students should take a gap year?

    © Kameo Cragoe and Indian Hills Community College

    **## lu02_topic_suggestions.pdf**

    ENG 106: Composition II Learning Unit 2: Handout

    Page 1 of 2

    Topic Suggestions: Informative Essay

    Following are some suggestions that meet the criteria provided in the LU02 “Topic Selection Guideline

    and Suggestions” mini lecture, but you are certainly welcome to investigate other topics. You do,

    however, need to get approval from your instructor for all topics.

    Education

    1. Should we use alternative means to license teachers?

    2. Are regulations governing academic eligibility of athletes effective and fair?

    3. Is full inclusion of special needs students in the regular classroom an educationally sound idea?

    4. Should Intelligent Design be taught in public schools?

    5. Should all states be required to adopt the Common Core Curriculum?

    6. Are programs such as the one-to-one approach to education (which provides a lap top computer

    for each student) educationally sound?

    7. What can be done about the student debt problem?

    8. Should graphic novels be included in the literary canon?

    Medical

    1. Should regulations and policies on stem cell research be revised?

    2. Should terminally ill patients have the right to assisted suicide?

    3. Are cochlear implants for children born deaf a good idea?

    4. Are medications for treating ADD and ADHD being overprescribed?

    5. Should Planned Parenthood be defunded?

    Law

    1. Should the NSA be allowed to collect information on citizens in order to monitor for dangerous

    activity?

    2. Should the US consider the use of torture with terrorism prisoners?

    3. Should the use of stun guns be prohibited?

    4. Should the US legalize prostitution?

    5. Should divorce laws be more lenient?

    Environment

    1. Are genetically modified crops safe?

    2. Are large corporate hog facilities a threat to family farms and/or the environment?

    3. Should oil drilling be allowed in national preserves?

    4. Should ethanol be subsidized by the government?

    ENG 106: Composition II Learning Unit 2: Handout

    Page 2 of 2

    Government

    1. Should there be term limits on senators and members of Congress?

    2. Should there be term limits on Supreme Court justices?

    3. Should the government “bail out” major businesses who are in financial trouble?

    4. Should we privatize social security?

    5. Should the Affordable Care Act (“Obamacare”) be repealed?

    6. Is drone warfare ethical?

    7. What is the best way to reform current immigration laws?

    8. Should private citizens and corporations be allowed to own drones?

    9. Should fast food restaurants’ menus be regulated by the government?

    Sports

    1. Should the academic requirements for the athletic eligibility be stricter?

    2. Should Title 9 be abolished?

    3. Should stricter safety rules be implemented in high school and college football?

    4. Should college football replace the Bowl Championship Series (BCS) with a playoff system?

    Technology

    1. Is net neutrality a good idea?

    2. Do violent video games contribute to violent behavior in children?

    3. Does the use of social media contribute to problems with more traditional means of

    communication?

    © Kara Beary and Indian Hills Community College

    **lu02_sample_informativeunit2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lu02-sample-informativeunit2-pdf)

    **lu02_sample_informativeunit2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lu02-sample-informativeunit2-pdf)

    **## lu02_topic_assignment.pdf**

    ENG 106: Composition II Learning Unit 2: Instructions

    Topic Proposal Assignment Instructions

    Type a one (full) page proposal that discusses the topic you would like to research for the Informative

    Essay and the Persuasive Essay. Your proposal should include the following:

    1. A statement of the narrowed research question you would like to pursue, why you are

    interested in the topic, and what background you already have on the topic. (Refer to the

    handouts and lectures in this unit for more information regarding topic choices.)

    2. A statement of the significance of your topic to your future field of study and/or your

    development as a responsible citizen.

    3. A brief overview (based on your limited scanning of sources) of what seem to be major issues

    within this conflict. In short, explain at least two legitimate sides of this issue.

    4. A short (three-source) list of sources you have located, which you believe will provide valuable

    input for the topic.

    Note: Your proposal should reflect thought and a bit of preliminary research in preparation for choosing

    your topic.

    © Kameo Cragoe, Kara Beary, and Indian Hills Community College

    **## unit2.pdf**

    ENG 106: Composition II Learning Unit 2: Instructions

    Sample Student Essay Assignment Instructions

    Overview: This assignment is designed to help you understand the requirements of the Informative

    Essay. Seeing a completed student paper will not only provide you an example of appropriate tone and

    organization for the Informative Essay assignment, but also help you understand where you’re headed

    before you choose a topic.

    Directions: Read the “Sample Student Informative Essay” and answer the following questions. Please

    use full sentences and answer each question thoroughly. When you’re done, save it as a .doc, .docx, .rtf,

    or .pdf file and upload it to the appropriate MyHills location.

    1. Describe how the student introduces the topic.

    2. Do you find this introduction effective? Why or why not?

    3. Based on the thesis, what major sections do you expect to see in the body of the paper?

    4. List the main points made in the background section.

    5. Do you see any logic to the way the background section is arranged? Explain.

    6. List the major arguments the student explains in favor of taking a gap year.

    7. List the major arguments the student explains against taking a gap year.

    8. Describe how the student concludes.

    9. Do you find the conclusion effective? Why or why not?

    10. How would you describe the tone of this essay?

    11. What do you think the student did well in the essay?

    12. How do you think the student could have improved the essay?

    13. After reading the essay, do you think students should take a gap year?

    © Kameo Cragoe and Indian Hills Community College

    **## lu02_topic_suggestions.pdf**

    ENG 106: Composition II Learning Unit 2: Handout

    Page 1 of 2

    Topic Suggestions: Informative Essay

    Following are some suggestions that meet the criteria provided in the LU02 “Topic Selection Guideline

    and Suggestions” mini lecture, but you are certainly welcome to investigate other topics. You do,

    however, need to get approval from your instructor for all topics.

    Education

    1. Should we use alternative means to license teachers?

    2. Are regulations governing academic eligibility of athletes effective and fair?

    3. Is full inclusion of special needs students in the regular classroom an educationally sound idea?

    4. Should Intelligent Design be taught in public schools?

    5. Should all states be required to adopt the Common Core Curriculum?

    6. Are programs such as the one-to-one approach to education (which provides a lap top computer

    for each student) educationally sound?

    7. What can be done about the student debt problem?

    8. Should graphic novels be included in the literary canon?

    Medical

    1. Should regulations and policies on stem cell research be revised?

    2. Should terminally ill patients have the right to assisted suicide?

    3. Are cochlear implants for children born deaf a good idea?

    4. Are medications for treating ADD and ADHD being overprescribed?

    5. Should Planned Parenthood be defunded?

    Law

    1. Should the NSA be allowed to collect information on citizens in order to monitor for dangerous

    activity?

    2. Should the US consider the use of torture with terrorism prisoners?

    3. Should the use of stun guns be prohibited?

    4. Should the US legalize prostitution?

    5. Should divorce laws be more lenient?

    Environment

    1. Are genetically modified crops safe?

    2. Are large corporate hog facilities a threat to family farms and/or the environment?

    3. Should oil drilling be allowed in national preserves?

    4. Should ethanol be subsidized by the government?

    ENG 106: Composition II Learning Unit 2: Handout

    Page 2 of 2

    Government

    1. Should there be term limits on senators and members of Congress?

    2. Should there be term limits on Supreme Court justices?

    3. Should the government “bail out” major businesses who are in financial trouble?

    4. Should we privatize social security?

    5. Should the Affordable Care Act (“Obamacare”) be repealed?

    6. Is drone warfare ethical?

    7. What is the best way to reform current immigration laws?

    8. Should private citizens and corporations be allowed to own drones?

    9. Should fast food restaurants’ menus be regulated by the government?

    Sports

    1. Should the academic requirements for the athletic eligibility be stricter?

    2. Should Title 9 be abolished?

    3. Should stricter safety rules be implemented in high school and college football?

    4. Should college football replace the Bowl Championship Series (BCS) with a playoff system?

    Technology

    1. Is net neutrality a good idea?

    2. Do violent video games contribute to violent behavior in children?

    3. Does the use of social media contribute to problems with more traditional means of

    communication?

    © Kara Beary and Indian Hills Community College

    **lu02_sample_informativeunit2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lu02-sample-informativeunit2-pdf)

    **## lu02_topic_assignment.pdf**

    ENG 106: Composition II Learning Unit 2: Instructions

    Topic Proposal Assignment Instructions

    Type a one (full) page proposal that discusses the topic you would like to research for the Informative

    Essay and the Persuasive Essay. Your proposal should include the following:

    1. A statement of the narrowed research question you would like to pursue, why you are

    interested in the topic, and what background you already have on the topic. (Refer to the

    handouts and lectures in this unit for more information regarding topic choices.)

    2. A statement of the significance of your topic to your future field of study and/or your

    development as a responsible citizen.

    3. A brief overview (based on your limited scanning of sources) of what seem to be major issues

    within this conflict. In short, explain at least two legitimate sides of this issue.

    4. A short (three-source) list of sources you have located, which you believe will provide valuable

    input for the topic.

    Note: Your proposal should reflect thought and a bit of preliminary research in preparation for choosing

    your topic.

    © Kameo Cragoe, Kara Beary, and Indian Hills Community College

    **## unit2.pdf**

    ENG 106: Composition II Learning Unit 2: Instructions

    Sample Student Essay Assignment Instructions

    Overview: This assignment is designed to help you understand the requirements of the Informative

    Essay. Seeing a completed student paper will not only provide you an example of appropriate tone and

    organization for the Informative Essay assignment, but also help you understand where you’re headed

    before you choose a topic.

    Directions: Read the “Sample Student Informative Essay” and answer the following questions. Please

    use full sentences and answer each question thoroughly. When you’re done, save it as a .doc, .docx, .rtf,

    or .pdf file and upload it to the appropriate MyHills location.

    1. Describe how the student introduces the topic.

    2. Do you find this introduction effective? Why or why not?

    3. Based on the thesis, what major sections do you expect to see in the body of the paper?

    4. List the main points made in the background section.

    5. Do you see any logic to the way the background section is arranged? Explain.

    6. List the major arguments the student explains in favor of taking a gap year.

    7. List the major arguments the student explains against taking a gap year.

    8. Describe how the student concludes.

    9. Do you find the conclusion effective? Why or why not?

    10. How would you describe the tone of this essay?

    11. What do you think the student did well in the essay?

    12. How do you think the student could have improved the essay?

    13. After reading the essay, do you think students should take a gap year?

    © Kameo Cragoe and Indian Hills Community College

    **## lu02_topic_suggestions.pdf**

    ENG 106: Composition II Learning Unit 2: Handout

    Page 1 of 2

    Topic Suggestions: Informative Essay

    Following are some suggestions that meet the criteria provided in the LU02 “Topic Selection Guideline

    and Suggestions” mini lecture, but you are certainly welcome to investigate other topics. You do,

    however, need to get approval from your instructor for all topics.

    Education

    1. Should we use alternative means to license teachers?

    2. Are regulations governing academic eligibility of athletes effective and fair?

    3. Is full inclusion of special needs students in the regular classroom an educationally sound idea?

    4. Should Intelligent Design be taught in public schools?

    5. Should all states be required to adopt the Common Core Curriculum?

    6. Are programs such as the one-to-one approach to education (which provides a lap top computer

    for each student) educationally sound?

    7. What can be done about the student debt problem?

    8. Should graphic novels be included in the literary canon?

    Medical

    1. Should regulations and policies on stem cell research be revised?

    2. Should terminally ill patients have the right to assisted suicide?

    3. Are cochlear implants for children born deaf a good idea?

    4. Are medications for treating ADD and ADHD being overprescribed?

    5. Should Planned Parenthood be defunded?

    Law

    1. Should the NSA be allowed to collect information on citizens in order to monitor for dangerous

    activity?

    2. Should the US consider the use of torture with terrorism prisoners?

    3. Should the use of stun guns be prohibited?

    4. Should the US legalize prostitution?

    5. Should divorce laws be more lenient?

    Environment

    1. Are genetically modified crops safe?

    2. Are large corporate hog facilities a threat to family farms and/or the environment?

    3. Should oil drilling be allowed in national preserves?

    4. Should ethanol be subsidized by the government?

    ENG 106: Composition II Learning Unit 2: Handout

    Page 2 of 2

    Government

    1. Should there be term limits on senators and members of Congress?

    2. Should there be term limits on Supreme Court justices?

    3. Should the government “bail out” major businesses who are in financial trouble?

    4. Should we privatize social security?

    5. Should the Affordable Care Act (“Obamacare”) be repealed?

    6. Is drone warfare ethical?

    7. What is the best way to reform current immigration laws?

    8. Should private citizens and corporations be allowed to own drones?

    9. Should fast food restaurants’ menus be regulated by the government?

    Sports

    1. Should the academic requirements for the athletic eligibility be stricter?

    2. Should Title 9 be abolished?

    3. Should stricter safety rules be implemented in high school and college football?

    4. Should college football replace the Bowl Championship Series (BCS) with a playoff system?

    Technology

    1. Is net neutrality a good idea?

    2. Do violent video games contribute to violent behavior in children?

    3. Does the use of social media contribute to problems with more traditional means of

    communication?

    © Kara Beary and Indian Hills Community College

    **lu02_sample_informativeunit2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lu02-sample-informativeunit2-pdf)

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