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I have worries that my lecture might be postponed due to injury. On the part of my students, that is. I seem to recall a Marine doctor from Silver Springs who was working on rehabilitive surgical techniques talking about his old drill sergeant. He said the reason he went into that medical field was to find a way to finally heal after eight weeks of Basic.

Lecturing. One of the advantages of research is the fact that there are no students. There are barely other researchers. Most groundbreaking work is done within the scientific community, but still generated by the sole project conceptualizer. Not to discredit the bottle washers and swab cleaners, but their is rarely more than one true mind on a program.

There is a sudden influx in new students, it appears. One nearly made it down to the lab without psychic coercion. I suppose I should resign myself to visitors while I work. One always is nervous that some powers can conflict with readings, but I can devise methods around such. Dr.McCoy's bio-ethics conference gives me the luxury of not sharing lab space, which means that I can action my new analysis program in that time.

Bio-ethics. We have found the flipside of eugenics, and it is equally ridiculous. Medical ethos have existed in Western medicine for thousands of years, stemming back to the base idea of 'First, Do No Harm'. Noceology should be the current study. The morality or immorality of genetic experimentation is a valueless argument, as man has been involved in that since the dawn of time. Every step in medical knowledge has tampered with the nature of human development.

What should be the issue is the definition of harm. What constitutes harm? Is failing to research the screening of genetic information in the womb and developing therapy to treat disorders 'harming' potential humans and mutants? Quibbling about whether or not to allow genetically modified carrots into stores and where we can glean stem-cells from is the make-work of lesser minds, casting chains of administration over those who labour towards real knowledge.

The lesson is a central principle of science; identify the true question first, the very thing that must be explained, and all knowledge will follow from that.
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Dr. Nathaniel Essex

April 2013

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