Is Clone Meat Labeling Necessary? By Grant Goolsby

Cloned meat was approved for human consumption without the requirement of being labeled as “cloned meat” in 2008. Cloning animals in a laboratory has been done since 1996, when the animal known as Dolly the sheep was successfully cloned. Dolly was cloned in Scotland and was the first attempt at cloning by Somatic Cell Nuclear Transfer. Dolly made history and is the most famous cloned animal ever.

Cloning has been done in nature for ages by the splitting of an embryo, which would be known as a twin. Cloning in a laboratory is done in two ways. One is by using the natural method of cloning, but doing it in a petri dish. This makes multiple copies of a combination of the parents. In other words, this is manmade identical twins, triplets, etc. The second method of cloning is explained by Learn.Genetics as Somatic Cell Nuclear Transfer. The site states, “To make Dolly, researchers isolated a somatic cell from an adult female sheep. Next they removed the nucleus and all of its DNA from an egg cell. Then they transferred the nucleus from the somatic cell to the egg cell. After a couple of chemical tweaks, the egg cell, with its new nucleus, was behaving just like a freshly fertilized egg. It developed into an embryo, which was implanted into a surrogate mother and carried to term.”(What is Cloning, par. 6)

Simply put, one form of cloning makes multiple exact offspring of two parents and another makes an exact offspring of one animal. The argument that the Food and Drug Administration (FDA) makes on why cloned meat is safe is that it is an exact copy of a normal animal. They came to this answer over a time period of twelve years, which is a very considerable time that is given to the study of one process. In respect for all citizens that may advocate against cloning, the FDA has published an article defending the reasoning of their step-by-step analysis on cloning. They make clear that the FDA was instituted for scientific reasons, to ensure the safety of food and drugs, but still provide reasoning for their ruling in support of the people.(“Response to Cloning,” sec. 5-6)

The US National Library of Medicine National Institutes of Health argues that, “Cloning may cause long term health defects, a study by French scientists has suggested. A two-month-old calf, cloned from genes taken from the ear of an adult cow, died after developing blood and heart problems. The cloning process seemed to have interfered with the normal genetic functioning of the developing calf, according to the researchers whose findings are reported in the Lancet.”(Jones, par. 1)

One of the main reasons that Americans want clone meat to be labeled is because of how cloning can affect the animals. The fact that cloned animals are flooded with antibiotics before and at birth to keep them alive can be very alarming and possibly harmful to consumers. (“Response to Cloning,” sec. Comments of FDA’s conclusion on animal health) Normal births require little to no antibiotics. They are generally only required when a human has to assist in the delivery of an animal. In cloning, the process is unnatural, which causes the clone offspring to have low immune systems. Antibiotics are in most cases the only things that keep clones alive at birth.

One aspect of cloning in our society that many people do not consider when evaluating the effects of cloning on citizens is the moral beliefs of others. Many people may find that they do not believe in cloning because of their religion. Some say that cloning mocks God or whatever being they worship. Gallup, an online polling company, did a poll that showed out of four religions, an average of sixty-four percent believed cloning was morally unacceptable and half of those without a religion found cloning morally unacceptable. (Jones, tbl. 2) We distinguish beef from pork not just for our recipes, but also for religions such as the Jews, which choose not to eat pork as a part of their religion. Our country has strong religious people and should not choose any act or law that ignores the freedom of religion that is a right to our people.

The way that we should handle human rights is explained by Mary Ann Glendon, who states, “The proper course, it seems to me, is for church leaders and people of good will to make every effort to connect the human-rights project to an affirmation of the essential interplay between individual rights and democratic values.”(Glendon, par. 17)

I do not believe that cloning is necessarily bad to do, but I do believe that it is the responsibility of our government and its agencies to be a government “for the people,” as the constitution describes.  It is not wise for the FDA to ignore the lack of testing in the cloning industry. The FDA has specifically said they cannot approve sheep to not be labeled because of the lack of successful test performed for that animal. I have personally heard that we should label clones for our consumer rights. But, I have heard that it can cost business millions of dollars that do not need to be spent on labeling.

An extremely well known example of technology changing over time would be how the world thought of smoking before we realized the dangers in cigarettes. Smoking was considered good and even a healthy habit before the world realized that it was the main cause of lung and many other types of cancer, not to mention the other health issues that come with this addicting substance. This proves the knowledge we have about cloning can change drastically. But in the end, a clone is a clone. And a flaw has not happened so far.



Starting Spring 2017, Woodland Community College students can for the first time pursue an AA degree in Chicana/o Studies as part of their educational journey. The Ethnic Studies program is excited to announce this new degree, which includes courses like Introduction to Chicana/o Culture, Chicana/o and Latina/o Health Care Issues, Survey of Chicana/o Art, and sociology course electives. These courses directly articulate with the University of California, UC Davis, and one course directly articulates with California State University, CSU Sacramento, which offers only one lower division Chicana/o Studies course. The Chicana/o Studies courses meet WCC, CSU, and UC General Education requirements in Social Science and Humanities, and standards for transfer agreements with the California State University and the University of California educational systems.

“Having a Chicana/o Studies AA degree would mean having an institutional opportunity for students to develop the academic and culturally relevant leadership practices that are needed locally and nationally”, says Superintendent of Yolo County of Schools Jesse Ortiz, a former Woodland Community College Counselor, Chicano Studies course instructor, and former Woodland School Board trustee.

The primary goal for the Chicana/o Studies AA degree is to prepare students for further study in Chicana/o Studies or a social science or humanities course of study leading to BA, MA, and/or Ph.D. degrees in education, counseling, social work, law, health, human ecology, or other areas. Students will be prepared to meet this goal by completing a series of courses that will provide them with the base knowledge needed to be competent to transfer to a university or work an entry-level job in community development. The Chicana/o Studies AA degree supports the College’s mission and curriculum offerings, as well as statewide master planning, in providing quality degrees, transfer education, life-long career skills, and civic leadership preparation for the communities we serve by focusing on curriculum emphasizing personal and social responsibility, global awareness, and critical thinking. The Chicana/o Studies AA degree does not cause undue competition with existing programs at another college in the area because no other community college in the district offers a similar degree. The need for this degree fits with the college’s master plan and it does not require new facilities. The Chicana/o Studies degree will operate out of the Ethnic Studies Program.

“The Ethnic Studies program is glad to foster the study of Chicana/o Studies especially in a designated Hispanic Serving Institution located in a community with a high school district that has already approved the Ethnic Studies requirement,” stated Professor Cireno Rodriguez, who is an Ethnic Studies Adjunct faculty and also a WJUSD Board of Trustee as well as a retired California State University Professor.

 “This degree is such an important access point for all in this community, especially for Chicanas/os of every age and social background. This degree is perhaps the only attainable and affordable education in this local community and region that highlights the history and contributions of Chicanas/os, a native population to the northern hemisphere. Colleges with degrees like this are cultural inviting, not just culturally sensitive. Having this degree can make the college more culturally inviting. This degree will educationally motivate, raise historical and educational awareness among the new generation, as well as increase a sense of belonging in educational institutions,” said UC Davis Chicana/o Studies Faculty, Natalia Deeb-Sossa.

This effort to develop the Chicana/o Studies AA degree came in part because it was part of the full-time Ethnic Studies job description in 2008 and it was also encouraged by Senate Bill SB 1440, which called for a transfer process for community college students. The Chicana/o Studies AA degree is designed to address the educational preparation for local college requirements, transfer preparation, and university articulation requirement course needs. Historically the college is located in a community which is 47% Chicano/Latino, with a 49% Chicano/Latino student population that is not the majority of college graduates each year. With demographic changes and educational challenges, the Daily Democrat noted that in 2006 students and community members mobilized to request that the college offer an AA degree in Chicana/o Studies. Now the campus is a designated Hispanic Serving Institution (HSI), with still one full time Chicana instructional faculty out of thirty-three full-time instructional faculty. The nearest CSU is a Hispanic Serving Institution and the nearest UC aims to acquire HSI status as well. The local community has identified a need to increase the enrollment, retention, and graduation of students in college. 78% of the students served by existing Ethnic Studies courses are young adults (ages 24 and under), a significant generation setting out to seek educational and various other career opportunities. 66% of the Ethnic Studies course student population is Chicano/Latino compared to 45% in the school. Interestingly, The Ethnic Studies courses serve more Chicanos/Latinos compared to any other ethnic group.

“I congratulate our colleagues at Woodland Community College for this landmark achievement of building a transfer pathway for students in a degree that is community-responsive and relevant for 21st century learners. As a Chicana/o Studies undergraduate myself, I can attest that students from all backgrounds will greatly benefit from being exposed to curriculum and educational experiences that position them to be leaders and change agents in any profession,” stated Francisco Rodriguez, Chancellor of the Los Angeles Community College District and former Executive Dean at Woodland Community College.

If you would like more information about the Chicana/o Studies degree see or contact your counselor, the Ethnic Studies Program, and/or join the WCC Ethnic Studies facebook page for updates and announcements.

Save the Date “All People Celebrate Ethnic Studies Today and Tomorrow” Educational Event

Saturday, March 4, 2017

Pioneer High School from 8 am to 3 pm

Keynotes speakers, workshops, art display, and more

Emcee LACCD Chancellor Francisco Rodriguez

Sponsored by WCC Ethnic Studies, YCOE, and WJUSD

To RSVP or more information contact Professor Melissa Moreno



Interview with Suzy Villagrana

 Interview by Gurtaj Grewal

Susana Villagrana

1. What is your major?

-My major is mathematics. I would like to become a professor at a community college or university.

2. What would you go back and tell your freshman self?

-I would tell my freshman self to take my time and don’t rush through the semesters with a lot of units. I would recommend taking three to four classes per semester.

3. What resource on campus has contributed to your success the most? (Can be support services, tutoring, WAM, etc…)

-The tutoring center helped me meet a lot of new people and learn math through helping students. Also, TRIO was a great resource while applying to a university.  image

Club Day!

Club Day brings together all the current clubs, but also launches two of the newest student clubs: The Woodland Chemical Society and the Poetry Club!

On March 3 from 11:30 am – 1 pm, the ASWCC invited all the student clubs on campus to celebrate Club Day. All the clubs had tables, including our organization, the Eagle’s Call, and the ASWCC. The clubs gave out snacks or sold treats to raise money for their club.

Also announced was the WCC Yoga Collective, a club that is applying for club status at the next ASWCC meeting. If you’re interested in any of the clubs listed here, contact

Clubs in attendance:

The Student Veteran’s Club
The Accounting & Business Club
The Woodland Chemical Society
The LGBTQIA Alliance
The Poetry Club
[Announced] The WCC Yoga Collective (coming soon!)
[Announced] The Eco Club (coming soon!)

Other Organizations:

The Eagle’s Call Newsletter

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Tips for Being an Ally

January 29th, WCC hosted two representatives from the UC Davis Gender Resource Center, Directors Elizabeth Cote’ and Chaz Walker Ashley. As part of their presentation, the audience watched a short video on how to be a good Ally. Please take a minute to watch the video for yourself and find out how you, too, can be an Ally to LGBTQIA and other community members on campus:

Interview with Chemistry Professor Dr. Terry Ng. by Maram Bader

The following interview is the complete interview of chemistry professor Dr. Ng.

WCC boasts of being on the list of the top 25 community colleges in California! (which means total bragging rights by the way!) but what got us there was the small faculty to student ratio. We are lucky to have small class sizes that allow us  to really get to know our professors and for them to know us. So we at The Eagle’s Call are pleased to brings to you an interview with WCC’s very own, Dr. Terry Ng.


Maram: Hello Professor! First thank you so much for doing this interview!

Dr.Ng: No problem, Im happy to do it.


First and foremost, what classes do you teach here at WCC?
I teach Introductory Chemistry (2A), General Chemistry(1A,1B), and Organic Chemistry (18A,18B). I also teach at UC Davis. I teach General Chemistry (Chem 2ABC) and Intro to Organic Chemistry (8A)   


What’s your favorite memory at WCC so far?

I haven’t been at WCC for long, but my favorite memory would probably be the starting of the Chemistry Club this semester. It’s a student-run club so I get to see first hand how the students are taking the material I’m teaching them and applying it outside of class. I get to start interacting with students outside of class and see their perspective on chemistry.

What should students do to improve the WCC campus?
They should let their voices be heard. Its amazing how fast you can see change on a smaller campus compared to a larger one. At larger campuses, most of the students dont see the change happen throughout the time they’re there, whereas at a small campus like WCC, you can see a change happen within the same year.


How does teaching here differ from teaching at Davis?
The biggest thing is class size. My class size here is about 20-24 students, compared to Davis which is 450-500 students. Here because the class size is so small I really get to know my students. If I see that they’re struggling I apply the material in a way that they understand it. I also get to know what their interests are, and if they have questions I can fit it to the field they’re going into. I also find that students learn better in smaller and more intimate class sizes. We see the consequence of a big class size at Davis, where there isn’t much student interaction. I only get to know about 6-10 students because they’re the ones consistently coming to office hours. So 10 students out of 500 is a very low percentage. There are advantages at bigger university. My T.A’s run the labs and do the grading for me. The pay is higher there as well. But ultimately, you see more success when its a smaller class size.


Why did you choose UC Davis as an undergrad?
I chose UC Davis because I still wanted to be close to my parents, but I didn’t want to live so far away to the point that I had to travel by plane. And I didn’t want to live so close that I would have to commute. I wanted to live on campus and get the full college experience.


Why did you major in Chemistry? How did you know it was right for you?
I always liked science and math as a kid, so I always knew I wanted to do something involving that. But why I chose chemistry specifically was because I had a really great teacher in highschool who taught it in a fun and exciting way.He would do lots of demos that were interesting and more importantly he made the material understandable. Thats the key idea. Instructors can lecture and show demos as much as they want, but it has to be understandable, so that we as students can find an application for it. So I knew going into college that that’s what I wanted to major in. But I also reached out to my other interests. I have a minor in Computer Science because that was something I am also interested in.


What was your favorite memory as an undergrad?
Graduation. [Laughs] I don’t mean that in a bad way. My undergraduate experience was a great one, but when you get to graduation you really feel accomplished. You feel the outcome from all the work you put in for the past 4+ years. My family was also extremely happy for me. They were supportive of me, so it was their accomplishment too. Even at WCC, I’m sure when students graduate with their Associates, they feel accomplished and proud. For any student, graduation will be a defining and huge moment of their college experience.

What was something that shocked you when you were in undergrad?
For me, it was the effects of peer pressure. Some students see it the first day of college. Some even see it before college even starts because they have a welcome week where many parties happen. I’ve unfortunately known people who put themselves in situations they shouldn’t have. We always hear about problems like drugs, drug overdose, underage drinking, alcohol poisoning, alcohol abuse, student suicide, and mostly students not knowing how to say no. And again, most of these students are away from home for the first time, so they don’t really know how to control themselves. But they’re adults now and they should know about the consequences of their actions. Some students actually just don’t care, but they shouldn’t pull someone who cares into that. So I always tell students that they have to learn how to say no and that if someone was really your friend, they wouldn’t pressure you into something you’re uncomfortable with. Also another thing most students don’t realize that there are people to talk to. There’s a whole building dedicated to this as UC Davis, its called CAPS (Counseling and Psychological Services). There is even programs here that help, there’s a counselor at WCC campus at all times. And the thing is, you’re never alone. You may think you’re the only one with problems, but there is always someone that is worse off than you. Not everything is going to be easy, but when you go through obstacles and hard times, it makes it more worth it when you get out of it and how rewarding it will feel when you get out of it.

What clubs were you in as an undergrad?
I was actually not in any clubs as an undergrad. Back then it was hard to know what was going on because things weren’t openly known. There was no texts or emails back then, not even flyers around campus. Everything happened by word of mouth, so it all depended on who you knew. And unfortunately I didn’t hear about clubs around campus. They weren’t as easy to start as they are these days.

What’s your favorite part of chemistry?
For me its definitely demos. Finding demos that prove a point but also ones that students can recreate at home. Thats what I find exciting. When I find an experiment that involves chemicals (that aren’t dangerous) that students might have at home, they can demonstrate it and show others and maybe show off a little. [Laughs] They can show others what they’re learning in class and create a chain interest in science.I think everyone has some interest in science but it just has to come out with the right medium and I think demos are great for that.

What is something your students don’t know about you?
Hmmm. I actually entered college when I was 17. Something they also might not know is that I was a really smart kid. I actually won my first scholarship in the first grade. I think the prize was about $500.  Maram: Wow thats amazing! What did you do with the money from the scholarship? I gave it to my parents and asked them to buy me a guinea pig. They ended up getting me 4. [laughs] Another thing my students probably don’t know about me is that for about 3-4 years I used to gamble and actually lived off that in graduate school. I was actually pretty good at it, but I never went too far or lost too much. I always made sure I would get back what I lost. Maram: Well if you were good at it, why did you stop? Well I used to go to the Cache Creek Casino, and back then the age limit was 18 not 21. So when it got to the point that I started seeing some of my students there, I thought that maybe this isn’t the best example for them….and it was kind of awkward.

Did you have a nickname in undergrad?
I didn’t have one in undergrad, but I did have one in high school. At Award Night the high school student council gave ever senior their official nickname. Mine was “Brainiac.” [laughs]

What contributed to your success as an undergraduate student?
Study groups. For me specifically, I was more of a teacher in the study group than a ‘student’. I realized that learning the material is quite different than teaching it to someone else, you have to really know the material. Also time management is a big one. Most college students are away from home for the first time and don’t have their parents or guardians around to help them manage their time for them. So when it comes down to it, you’re on your own and you have to find a balance. But also going off of that, you have to give yourself time to relax. School is important and students are paying a lot of money to be there but you have to relax and distress. Even if it’s a half an hour watching your favorite show, you should do it. More often than not, people work so hard in school and don’t take any breaks, and soon enough they burn out. So work hard, find your balance, and relax.


How did you de-stress as a student?
For me it was sports. I played a lot of intramural sports at college. Me and all my friends would get together and join an intramural league. I played intramural basketball, softball, soccer, and flag football. There’s plenty more sports at Davis but those were the ones I was in. When the weather started to get cold, the sports wouldn’t be as active, so I actually would watch sports on T.V.

Do you think that being in those study groups and teaching others the material inspired you to teach?
Definitely. Joining the study groups showed me that not only could I learn the material and teach it to someone else, it showed me that I could teach.  When I started getting positive feedback and comments, teaching became an option in my mind. Many people would actually would mention that I should go into teaching before I did, and this actually started as early as high school. In my senior year, I was in AP calculus and I was actually pretty good at it. To put it in perspective, I would only go to class because it was mandatory. I would self study before class, so that I knew the material when I got to class. Other students started to ask for help and that later turned into an after school teaching session where I would further explain the material. Seeing that I helped my friends really encouraged me and showed me that I was good at teaching.

I worked as a TA in undergrad because as PhD students, you have to T.A for at least 2 years. I found that I really enjoyed teaching.

Who was your favorite professor at Davis?
My favorite professor was Carlito Lebrilla. He taught me Intro to Chem and an Analytical Chemistry Lab and I actually ended up doing undergraduate research with him. He was a laid back professor. He wasn’t always serious which led him to be more approachable, which led me to do well in the class.  Another favorite professor was one I got to know in graduate school was Gang-Yu Liu. She taught me microscopy. She, like Lebrilla,  presented the material in a fun way and she would always crack jokes in the middle of class, which actually makes you want to come to class.

If you could do it all over again, would you do anything differently?
I probably would’ve been more active in clubs. I also would’ve looked into options the campus had like study abroad. More importantly, I would really go back and take advantage of being a student. You’re tuition is the same regardless of how many classes you take, so I would go back and take more classes I was interested in. If you were to graduate and take the classes after, it would cost way more. So do it while you’re there and while you can. I would’ve also taken advantage of trying to get more internship, because that’s something that’s important these days. They want that experience that internships give you.

Best advice you got as an undergrad?
Keep an open mind. Students generally have an idea of a path they want to take, but you never know what or who will set you on a different path.You never know what class or what friend or what conversation will really open your mind to new ideas and show you a different way of looking at things. Also, you can’t change the past so pursue the side interests you have now because as you get older, you might not get those chances again. Make sure you don’t have any ‘what if’s’ to look back on. Also, don’t limit or restrain yourself. Students get caught up in finishing college as soon as possible, but in reality the path to the final goal doesn’t always have to be a straight line.

And the question that I’ve always wanted to know, do you mind that most of your students address you by your first name?
Not at all. I tell my students they can call me whatever they want, as long as it isn’t offensive. And the reason for that is I want students to be able to approach me. If I tell students to strictly call me Dr.Ng, they’re probably not going to want to talk to me, and that hinders the instructor to student relationship. That will lead to students to not want to come to office hours or ask questions. I always tell my students, that whatever they feel comfortable with is fine. One of my students calls me “Terrbear.” [Laughs]


Thank you Dr. Ng for taking the time to share your thoughts and answering our questions!