Physicians Committee for Responsible Medicine

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write about-Physicians Committee for Responsible Medicine

· Introduction/Boilerplate – who are they , who do they represent, and what do they care about?

· Suggestions for Defining What is “Healthy” – which kinds of foods are included in this definition and which are excluded? What is the criteria? Is it only foods from certain categories? Is there a minimum amount of a certain nutrient that should be present in order to qualify to bear the term “healthy”? Are amounts of specific nutrients present in a food disqualifying? Should the nutrients be naturally present (intrinsic) or could fortified nutrients be considered?

· Other Issues – address the following questions posed by FDA:

o Would this change in the term ‘‘healthy’’ cause a shift in consumer behavior in terms of dietary choices?

o Is ‘‘healthy’’ the best term to characterize foods that should be encouraged to build healthy dietary practices or patterns? What other words or terms might be more appropriate (e.g., ‘‘nutritious’’)?

o How best will consumers know when a food is healthy – how would this group prefer to communicate “healthy” in food labeling? For example, simply using the word, a logo, or some other way?

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The Physicians Committee for Responsible Care (PCRM) is a Washington, D.C.-based non-profit research and advocacy organization that advocates a plant-based diet, preventative medicine, and alternatives to animal experimentation, as well as “better standards of ethics and effectiveness in research.” Its actions are listed as “prevention of animal cruelty” in its tax file. PCRM, which was founded by Neal Barnard in 1985, claims to “combine the clout and knowledge of more than 12,000 physicians with the dedicated activities of 150,000 members in the United States and around the world.” Its main activities include promoting “alternatives to chemical tests on animals,” emphasizing nutrition in medical education, conducting research into healthy diets, educating people about nutrition, “shifting research from animal’models’ to human-relevant studies,” and “shifting research from animal’models’ to human-relevant studies.”

lementation of VR in high schools will present younger students with the opportunity to expose themselves to educational opportunities. Having hands-on exposure to a certain field earlier on helps the student to understand the subject better and helps in creating a strong base by making it easier to understand the concept. This exposure will make students more engaged, leading to higher absorption and understanding of the content. An example of how VR could be beneficially implemented into lower educational facilities is through the subject of history.

With VR implementation, history becomes more interactive. Professors and teachers would be able to create programs in VR that would allow their students to become indirect eyewitnesses to events encompassed by VR. Although the students wouldn’t actually be partaking in the historical event, the instructor could simulate that environment and make them feel like they are truly present. This is expanded upon by Arthur Schlesinger, a specialist in American history and a public intellectual, in his book The Historian and the World of the Twentieth Century. He explains how eyewitness historians are more credible than normal historians because they are able to feel the emotions that took place at that time and are able to document events without making connections to other events (Schlesinger 10). Additionally, Brooke Donald, an editor of Stanford University’s News Communications, supports Schlesinger by explaining how Abby Reisman, a head curriculum designer and doctoral student at Harvard, states that embedding historical context into activities by means of first-person experiences leads to better recall (Donald 2). Students who become eyewitnesses to an event automatically learn much more than students who listen to lectures because the students become much more engaged and are able to experience the event as if they were a part of it. This engagement of history, through VR implementation, proves that it is beneficial in changing the way how students obtain information and learn.

While looking at the beneficial effects of implementing a social network in education, one must also consider the negative aspects. Social networks such as VR have been under development for many years. Gershon Dublon, professor of the Massachusetts Institute of Technology’s (MIT) Media Lab, and Joseph A. Par

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