Research Paper On Lycopene

Essential to the American concept of a picnic is the watermelon. On a hot day, eating the firm, water-saturated fruit quenches thirst and provides a classic side-dish to any summer-inspired meal. Unbeknownst to many unsuspecting picnickers, consumption of this delectable fruit in large quantities may result in cardiovascular and nerve disorders (Millehan, 2013). This is due to a phytochemical called lycopene. This produces the red tint in watermelon, and in small amounts, lycopene has been known to reduce the risk of cancer and sun-damage. How can something in small amounts be so nutritionally beneficial and yet so detrimental in large quantities? The answer lies in the obscure process known as hormesis. Maintaining the ideal picturesque of …show more content…
Andrew Weil, describes hormesis as “…a favorable biological reaction to low doses of chemical toxins, radiation or some other form of stress that is damaging, even fatal, in higher doses.” He continues to note that disinfectants administered to yeast cultures in large amounts kills them, but in small amounts the disinfectants actually promote growth. (Weil, 2012) Today the educational system might be compared to a petri dish filled with yeast. The rising generation (the yeast) must be prepared for the future, and education (the disinfectant) is vital to the preparation of their future. In the past, education has provided an important role in distinguishing who has the merits to progress onto higher education and more vital professions. In all actuality it does act as a disinfectant, weeding out the weak so that the strong might receive more attention. In past years however, with the increased focus on standardized education, current pedagogies have been administered in more lethal quantities. The solution to this educational crisis would be the implementation of narrative assessment. In ideal model, an educator presents a curriculum to her students. Assessments are done orally and personally by the educator with the student and a quality report of what the student has done is given by the teacher. There are no letter nor numerical grades. In this way, the grading process is effectively diluted, as accountability is still present but the stress of being “graded” is not. In situations where a grade is required by an institution, educator and author, Alfie Kohn, suggests that the process not be unilateral. Teachers and students would review the work and comprehension of the subject, and a grade would be decided upon the feedback of both parties (Kohn, 2011). Of course, the educator would have the final word in the