My point is things need to be proven as fact before being taught as fact. It is a major problem in the school system

For example, take the camel example cited. Of course, there is no “water conservation” gene. Rather, it’s a large set of adaptations that allow camels to go long periods of time without water consumption. Large nostrils to trap/recycle exhaled water vapor, modified red blood cells that can flow under conditions of dehydration, ability to withstand very high body temperatures without sweating, etc. In short, a human that can go months without drinking water is not a human, but a very different chimera that would unlikely be able to mate with humans, thus rendering it a truly new species. Not to mention the complexities of doing such a thing that would in reality push it beyond what is feasible with current technology.

The ethical dilemma is another issue entirely.

Jane@kids lessons’s last blog post..Learn with your kid

Since these tests are already available, what can we do to prevent misunderstanding? I think we’re both helping through our own means, including your efforts at Helix Health and my work here at TGG.

Steven Murphy MD’s last blog post..Genetic Over-regulation? Simple Answer.