Should Parents have a Another Child to Save the Life of Another Child Research Paper

Should Parents have a Another Child to Save the Life of Another Child - Research Paper Example Long term repercussions have not been determined as of yet because most of the children born are still underage. Society may not see the negative effects that this process can have on the child until several more years from now, when the child is an adult. As a child, he or she has no choice to donate or not, it is up to the parents. It is definitely heart wrenching to see your child die a little more each day, but parents and society must learn the effects that having another child to save the sick one will have. The opposition is just as outspoken. If a child’s life can be saved, then anything should be done to save it. The opposition has appealing concepts and qualities. No one wants to see a child die, especially the parents of that child. Everything that can be done should be done. Keeping that humane value in mind, during 2002 the Human Fertilization and Embryology Authority (HFEA) in England laid the basis for an outrageous debate not only in media, but in the ethical c ircles too, when they allowed a family to have a baby that will be genetically selected to cure the chronical disease of its sibling. A group of medical and scientific researchers fully supported the idea to have a baby as a savior for its sibling. It is ethically acceptable to create an offspring to save the life of a desperately ill sibling. ... al., as cited in Pentz, R., et. al., 2008). They also argue that life is a precious thing and it is obligatory for us to save each and every life when we can do it with available technologies in 21st century. It is better than seeing a child dying with Fanconi anemia. It is heart rendering as a human to see people losing strings to life with peeling mucous membranes, sloughing skin and mouths with pouring bloods. No matter, whatever it takes but lives should be saved (Belkin, 2001). Aulisio, May and Block (2001) indicate that "as a matter of social policy there is no justificatory ground for prohibiting parents from having a child to save a child." They see it quite ethical if a child is brought into existence for specific reasons. Whatever happens next to the donor child is the area of main concern while rest lies with the decision of donation that is taken either by the donor or parents. If the minor donor is involved and is not able to take decision then the donation should be don e in the best interest of the donor. For me, infact the idea to create a child as a donor for bone marrow transplant for curing a medically vulnerable sibling, seem awful to all acceptable ethical standards. This is a fact that lot of children born, are from unplanned pregnancies and after the initial shock of the parents, excitement ensues. The baby is born and the parents are happy, proud, and full of love and hopes for the future. Other children are planned and parents experience the same feelings. What happens when that child that is so loved and nurtured becomes so ill that he or she needs a bone marrow transplant in order to survive?

Ottoman history Research Paper Example | Topics and Well Written Essays - 1500 words

Ottoman history - Research Paper Example Occupying this important chokepoint, the Ottomans were able to derive a great deal of riches based upon control and management of the trade that forever flowed between East and West. Much like the Byzantines before them, the Ottoman Empire served as a link between Europe and Asia in greatly benefited from the profits of the exchange that was perennially flowing over these geographic boundaries. Although there can be many identifications and definitions for the means by which the Ottoman Empire was able to exert such powerful degree of influence, military might, and cultural dynamism, it will be the purpose of this analysis to discuss and analyze the means by which a pervasive in nearly continual process of centralisation can ultimately be understood as the most powerful dynamic that allowed the Ottoman Empire to survive and thrive for such a very long period of time. As such the following analysis will trace this trend through three different secondary sources: The Great Ottoman-Turk ish Civilization, The Ottoman Empire, and The Ottoman Empire and the World around It. Whereas other, lesser powers, have grown powerful, wealthy, and then almost mysteriously vanished into the annals of history, the Ottoman Empire, through this process of centralisation, was able to oversee and ensure that the continued strength and wealth that such a process had previously been able to integrate was furthered into the future. This process was referenced specifically by the book The Great Ottoman Turkish Civilization.... Rather, the only one dimensional aspect of centralisation refers to the level to which a central figure in power structure oversaw, directed, analyzed, and guided nearly every decision that was made within the state/Empire. Accordingly, the multidimensional aspects of what centralisation necessarily implies will be discussed and analyzed as a means of integrating the reader with an understanding of how centralisation was ultimately affected within the Ottoman Empire (Cicek 47). Moreover, by identifying the level and extent to which centralisation played with regards to ensuring that the Ottoman Empire remained resilient and strong, the author will further be able to detail particular practices and unique approaches that the Ottoman Empire utilized with regards to dealing with its large, multi-religious, and multiethnic population. The second text under consideration within this analysis, The Ottoman Empire, argues that centralization played an important role within the administration and direction of any empire; so much so that it helped to define and constrain the way in which the entire process of imperial power was directed. By the very nature of Empire, it is a system in which territories and peoples that are otherwise not necessarily similar to the conquering power are incorporated into the governing structure (Kia 82). As a function of this incorporation, the Empire is usually made relatively wealthier, more populous, and more secure due to the fact that it has been able to extend its boundaries beyond the regions to which it previously laid claim to. Yet, the fundamental drawback that has been seen by a host of imperial powers within the past is the fact that the

Literary Analysis of Romeo and Juliet

Literary Analysis of Romeo and Juliet Passage one is the prologue to Shakespeares Romeo and Juliet. The prologue to Romeo and Juliet is a significant piece of text in the play as both its form and content introduces and gives a rather detailed insight to the viewer about events that are to follow in the play and essentially prepares and establishes the viewer/audience for the two hours traffic on our stage which is and gives meaning to the tragedy of Romeo and Juliet. The entire prologue is spoken by the Chorus to the intended audience and eludes the viewer to the problems that arise throughout the play, as well as acknowledges existing problems prior to the ones that will eventuate. The location of the scene is established through the phrase in fair Verona where we lay our scene, as well as indicates central themes to Romeo and Juliet by mentioning themes of anger and revenge through the ongoing feuds of the two households, both alike in dignity and the central theme of love and tragedy, through the mentioned fatal loins of these two foes and star-crossed lovers being Romeo and Juliet. The passage may also be seen as significant as it depicts what is going to happen on the stage, creating a somewhat cathartic sense, as pity becomes greater if the viewer knows of the tragic events that will eventually occur in the play. The last lines of the prologue repeat the message that the lovers will die, and through this the feud is annulled. Unlike most traditional prologues, the one initiating Romeo and Juliet is in the form of a sonnet. It consists of 14 lines-following a crucial aspect of this structure, ABAB rhyming pattern within the initial 3 quatrains and a CC couplet at the end allowing it to be in iambic pentameter. Unique in form, poetic techniques are used cleverly as the sonnet breaks usual conventions of a love poem. Perhaps because the play is centred on love, Shakespeare wrote the prologue in this form in order to emphasise this concept within the play as well as the intimate relationship between Romeo and Juliet. In this sonnet, the 14 lines are divided up into 3 sections of 4 lines and the last section is made up of 2 lines. The sonnet uses 3 different ways to divide the sections from one another: punctuation, change of topic and the use of rhyming couplets. The first three sections begin and end as sentences lines 1-3 use commas then to close the section there is a full stop indicating the next. Once there is a full stop, the new sentence begins a new topic essentially guiding the audience through the plot in order to avoid confusion of the storyline. The ending pattern of the prologue, however, is different in comparison to other lines within the passage which in some regards reflects how the storyline of the play is structured. The two rhyming lines at the end of the prologue are typical of a traditional sonnet and are effective examples of combining form and content together in a simple enough form for the audience to understand and get meaning from the prologue and indeed the rest of th e play. When observing the prologue, it is evident where Shakespeare intended to put emphasis through the stressing of certain syllables such as fair, and star-crossed- these two particularly as they are crucial to the central themes associated with the concept of love and marriage. The crossd in star-crossd refers to the fact that their love suppressed, frustrated and eventually defeated. Such will be the love of Romeo and Juliet, because of the stars- implying that destiny causes the misadventured piteous overthrows within the play. It can also be noted that violent words are not stressed throughout the duration of the prologue. Aggressive words such as mutiny, blood and rage are unstressed in the sonnet possibly may because even though it is a story surrounding issues of conflict, it is love and Romeo and Juliet who are the central meaning behind the play. Within lines seven and eight Whose misadventured piteous overthrows Doth with their death bury their parents strife informs the audience that it required a tragedy to stop the families from feuding and to make them realise what they had been doing. In line 8 of the prologue, there is noticeable use of alliteration with the d and th sounds, which are repeated to make the line appear more noticeable and also contains its own rhyming section using doth with their death, using the th sound to make it rhyme. Metaphors such as the word bury, represents reconciliation between the Montagues and Capulets and that the burial of their past grudges has only come about due to the burial of their children. Meaning is created through these techniques as it poses the question to the audience of whether or not their ancient grudges and feuding are worth what will inevitably become the death of Romeo and Juliet. Shakespeare also uses other literary devices within the prologue to draw the viewer/audien ces attention within this sonnet. In line 4, it is important to note the repetition of the word civil and its implications throughout the storyline. Civil blood can be seen as a paradox as the Montagues and Capulets engage constantly in civil wars which shed civil blood, which in turn would not really occur if they were civil in the first place. As the two sides share the grudge, they also share the guilt, both sides mutiny against the peace of the town, making their civil hands unclean. Repetition of words throughout the prologue such as civil, introduces alliteration to the text. Shakespeare decides to use the repetition of a particular sound in the next line, creating alliteration. Alliteration in line 5 has not only the repetition of f sounds but of bold words for example from forth the fatal loins of these two foes which contains words that begin with f as well as forth that tends to be used as a word of initiative in which Shakespeare could be playing upon the idea as mentioned previously that possibly, the storyline is already set and must go forth as it is destined to happen. A line full of harsh sounding fs and words of antagonism are pushed up against line 6 and seem to be more woeful than harsh which tells the viewer/audience of the predictable death of the lovers who were initially supposed to be enemies. Finally, enjambment in the prologue embraces the nature of the play being conflict and violence paralleling with love and inevitable tragedy. Form and content are significant aspects within any text as the combination of both inevitably produce the final meaning of the text. Meaning cannot be derived if there is no content in which to base a story on and a series of literary techniques such as those present in the prologue of Romeo and Juliet, place an emphasis on this particular content in order to convey the underlying message that Shakespeare is presenting to the audience. In the case of Romeo and Juliet, it is evident that Shakespeare intended the play to be a tragedy based on love, and the prologue spoken by the chorus depicts this clearly. The strong use of literary techniques engages the audience allowing them to become part of and understand the meaning of the storyline and allow empathy for what is happening on stage.

Gangs Essay -- Gang Essays

Gangs Since the beginning of the decade, teenage homicides increased by one hundred and fifty percent (Strout, Brian 1996). This sharp increase is largely due to the rapid formation of gang activity throughout the United States (Strout, Brian, 1996). In today's larger cities, gang violence is a reality that people have to deal with every day. As gang related crimes increase, officials are trying to find out why people join and remain loyal to gangs. Unfortunately, experts can only hypothesize explanations for gang involvement. However, by studying societys influence on humans, there is evidence to blame several forces. These speculations include the forces of peer pressure, broken families, gang loyalty, protection, and the media. First of all, most teens become attracted to gangs by peer pressure and greed. Estimamates show that forty percent of all gang members joined because their friends influenced them (Solution for a new year 1996). Teen gangsters will pressure peers into becoming part of a gang by making it sound glamorous. Recruiters will often promise popularity in exchange for their loyalty. Although most gang members find popularity, it often means losing close friends to rival gangs. Another crucial factor is the need for money. A 6 year old kid, who is not yet a member, receives impressions that he or she could make $200 to $400 for a small gang job. In August of 1996, an eleven year old Compton child received $400 for killing a rival classmate (Wesbrach, 1996). Although money and popularity are important factors, they are not strong enough to persuade kids to do things that are strongly against their morals. Other stronger force such as broken families and the media, along with peer pressure, works together to persuade young kids to join a gang. Second of all, the formation of gangs in cities, and most recently in suburbs, is facilitated by the lack of community upbringing among parents. In a fully developed community, a network of relations can be found among several parents. The relationship could be a parent, teacher, and minister, depending on the child's circumstances. In South Central Los Angeles, this communication can not be found, so students turn to gangs for companionship. In a classroom with no security, students could be distracted from learning, and thus distraced from the network. Furthermore, in poor families with many child... ... a stronger propensity to becoming a violent gang member or 'violent-acceptant' person. So, as anyone can see, if TV leads a child to believe that violence is the norm this will manifest itself in the actions of a child in a gang situation. This is especially the case when parents do not spend much time with their kids explaining what is right and what is wrong in front of a TV. Quite often newer books and some types of music will enforce this type of thought and ideas. In order to curve violence, the system must change. So, as stated, gangs are a product of the environment the world has created for ourselves. Some of these factors include peer pressure, broken families, gang loyalty, protection, and the media. There seems to be no way to end the problem of gangs without totally restructuring the modern media and value system. Since the chance of this happening is minimal, we must learn to cope with gangs and try to keep their following to a minimum. Unfortunately, there is no organized force to effectively help fight gangs. As a community, people must bond, talk to children, enforce positive peer pressure, and censor the media in order to prevent gang growth in America's cities.

A Modern Day Liberal Arts Program

If there is one major lesson that we can learn living in this world, it is the fact of impermanence of everything. The world is constantly in a flux, forever fluid, as well as the reality that humanity must face in his day to day battle to live a decent, comfortable life. Everything is changing. If we would borrow a cliche to describe it, the appropriate one is time is achanging. And during this time when a lot of changes are taking place, there is the importance and need that the programs in our colleges to keep abreast with these changes.Failure to do so will only lead to another failure which is a shortcoming in educating our students to prepare then to face the realities of the outside world. In the case of Liberal Arts Programs, the issue stated above is more than appropriate. Lest we forget, Liberal Arts was founded by scholars whose aim is to maximize and develop the intellectual capacity of its students. The word Liberal in latin means libera which means free. The goal of lib eral arts then is to free its student from the bondage of ignorance.This is the reason why in the basic curriculum in any liberal arts program subjects like language, literature, philosophy and mathematics are included. The reason for this is to enhance the higher faculty of its students and nurture their ability to be well-verse with the outside world and at the same time of the possibilities of what role they will play in society. The role of Liberal Arts program in general under a setting of a democratic system is the fulfillment of every man’s intellectual potential for growth and development.Understanding that the democratic system bestows on man his rights for equality, liberty and freedom, the part played by Liberal Arts colleges towards these goals is to empower the individual to exercise these innate rights given to him by the form of this political setup. Through the programs offered by Liberal Arts, an individual is given the right tools to have the capacity to thi nk and express his ideas that is beneficial in his pursuit of personal development and progress.The result of the process then is that it uplifts the spirit of the person as an individual and simultaneously shapes him to be a productive participant in the society that he will be a part of. At the same time the effect of this on the society at large is the encouragement on the whole organization to advance in its ability to think. Advancement in the way the society think will bring an outcome where the society can find resolution to the challenges it faces in the fast changing world.Nevertheless, the question that lingers in the face of an ever-changing world is: Is the curriculum offered by Liberal Arts programs enough to keep students prepared to realize their potential once they leave the confine of campus life? The answer to this is very obvious. Though the basic curriculum that is included in the program gives the student the basic skills in cerebral endeavor and basic knowledge to participate effectively in society, there is still the need for it to be flexible and open to other disciplines to make it relevant to the changing world.In today’s changing terrain of realities, there are two points that students of this Liberal Arts Program will have to deal with in order to grow and be equipped with the right tools for them to function and participate in the outside world. One is communication and the other one is technology. Why communication and technology. On a cursory look the two seems wide apart. The first one is almost intangible while the latter is concrete and definite. One may even conclude that technology is far from the aim and mission of any liberal arts curriculum.Yet, on a closer look the two complement with each other. There is a need to master the basics of communication thorough which technology will be used as the tool to convey it. What then are the benefits of program for the student and to the society at large? One, the vision whi ch the program has set for each student is for him to be an all-around person who can participate in the outside world with right tools to keep at pace with the changing world, especially in this age of Information Revolution.As for the society at large, the benefit it can derive from this program is the actualization of everything that was taught in liberal arts classroom to be performed by its student in the outside world. Society can sow the fruits of labor of every student of the program. In a gist, this Liberal Arts Program will aim on what Knoblauch says about the uses of literacy, that it never stands alone, that it is always used for something – â€Å"for professional competence in the technological world, for civic responsibility and the preservation of heritage, for personal growth and self fulfillment, for social and political change† (220).Communication The main goal as to the focus of the program towards communication is obviously the intent of propagating literacy among young people. If we follow what Hirsch said in his study, the literacy rate in United States is only around 66% (2). It is therefore right to conclude that that there are basically one third of the population of the country who are illiterate. The program then will aim at equipping the students with skills that can make them speak well, write well and understand how to convey and relay their thoughts and ideas to others and to the society they are part of. How can these ends be met through the program?In the program under the light of communication, a curriculum which will include subjects on right speech and writing will be designed. These issues can be addressed by the inclusion of speech subjects with the objective of training the students in the right manner of being an effective communicator. Speech. There are already in some Liberal Arts programs that include this subject of speech in their curriculum. In this program the same will be applied but with a new phi losophy in treating the subject so that the maximum potential of the student can be reached as soon as possible in the course of the program.The approach would be the utilization of 95% of the class hours in the honing and speech practices to be given to the students. The pattern of teaching then would be breathing exercises during the start of the class. After this and throughout the long duration of the semester, the students will be called to present a prepared speech in front of the class, a speech with the duration of five minutes. This will happen throughout the course. Applying this method of teaching how to speak properly in front of an audience will develop at the same time the confidence of the student to fight stage fright.Meanwhile, the final examination for the course will be an extemporaneous speech by which each student, gaining already the confidence to stand in front of an audience, will be taught the experience of speaking their minds out in a comprehensible and st ructured format. The grading for this course will be unlike in any other speech subject. Since the usual gauge of the instructor in this case is lumping the whole class into one and giving the highest grade to the one who stand out among the rest, this will not be the system for this subject.Since the instructor is observing and sitting at the back of the classroom most of the time, he will grade each student according to his progress in the curriculum. Since a semester is long enough for a student to take several times to stand in front of the class to speak, the basis whether the student passes the subject is whether he has improved in his speaking skills. Writing. It is well known that in every Liberal Arts program there entails an intensive training for writing.It is even said that without focus on this aspect of such a program is a sure doom for the whole curriculum altogether. Writing is the most difficult form of communication since it takes a lot of practice and discipline i n order to put what one has in mind into written words. Many have tried to design different approaches on how to address this and how to imbue it as a college experience for students. There are a hundred methods applied to teach writing in school and so far there are only a handful or a small percentage of those who are taught who came out as good writer.In this program concerning writing, there will only be two types of writing skills that will be given priority and importance. One is essay writing and the second one is creative writing. Essay Writing. As I have said there are many approaches tried on this subject to attain the goal that the students gain the skill of writing well. There are many colleges which tried to start-up the writing development of student by applying the formula of instructing their students to put their ideas into writing. But in this program, the approach will be different.Part of the syllabus will be for each student to write different kinds of essays. T hese are assignments that will be scheduled for the students to submit to the professor during the course of the semester. This scheme is only the tip of the iceberg in teaching the students how to write. First, to let the student feel the words and see how his ideas are transformed into written texts, part of the daily activity of the students in this subject is the creation of what you called a â€Å"morning page† paper.This paper will be written continuously for half an hour with the instruction to the student to write everything he thinks or sees or smells or anything that comes to his mind during that session. Grammar, systax, punctuation and sentences structure in this activity are not considered. There are no right tenses here or correct English. The point of the exercise is to make the student flex his writing muscles. Another part of the activity that will be included in this course is the creation of a journal by every student.It must be clear to the student that to learn how to write one must practice it as regular as possible. And there is no regular activity that will force to the student to write by keeping a journal. Creative Writing. As part of the growth of the student a creative writing class will be designed to encourage him to use his creativity in expressing himself. They say the most difficult kind of writing is the creative one. So why then torture these students of the program to undergo a rigorous writing training that would make their nose bleed?The answer to this question is the simple learning process that the brain adjusts to the difficulty of the task and keeps at par with it. The analogy that I will use for this case is the simple game of playing chess against a computer. If the player would start at the most difficult and professional level of the chess game, it is of course expected that the a notice player will lose hundreds of times. Yet, at the same time this failure to beat the computer in a chess game will give the player hints and samples of how to play the game decisively.Sooner or later the player will adapt to the playing style of the computer and will experience his first win. Used to playing with the highest level the computer can offer, the player then will find it easy to play the lower level skill of the computer. Applied in the case of writing and considering that creative writing is the most difficult style of writing, if the student learns to use his language to write a creative piece, it is conclusive to say that any form of writing then will be easy on his part since he has already mastered the most difficult one.It is like sparring out with a heavyweight then fighting a featherweight will then be easy. This course will take two semesters to complete, during the Fall and Spring semester. Part of the activities here will be on the sport story writing exercises, several sessions of rewriting a previous written assignment. And for the final examination of the students, a short story that runs in 15 pages will be submitted to the professor for evaluation on the progress of the student. Also, as part of the curriculum, the students will be given reading list for the two semesters.This reading list will be novels of classic and contemporary writers of fiction. The genre for the novels does not matter. It may be a pulp fiction, speculative fiction, modernist novels or any other types. From this list the students will choose which they wanted to read for their development in writing a short story. There are three objectives by which this course is chosen and included in the curriculum. First is for the student to learn how to handle his language, second is for him to express himself creatively and the third is for him to write better.Technology Since one of the changes that are fast shaping the terrain of reality and the human society at large is the advent of the Information Revolution, it is appropriate that the curriculum being offered by Liberal Arts includes c ourses that will enhance the ability of the students to keep abreast with this innovation in technology. Right now, the role played by information technology has encroached on almost every aspect of everyday lives of the modern man.Since the core objective of any Liberal Arts program is to free the students from the bondage of ignorance and prepare him with the realities of the outside world, inclusion of technology in the curriculum is not at all unexpected. Instead, it is totally anticipated to be the course of action of every program. One of the subjects that will fall under this category of technology in the curriculum of this specific Liberal Arts Program is the basic introduction on computer technology. Most colleges have incorporated in their curriculum the use of computer to their students, like how to use word processor, spreadsheets and slide presentation.But this approach under the light of the fast integration of information technology in the lives of the modern man is a lready passe if not outdated altogether. Teaching a student how to use the computer right now is like teaching him how to operate his television set. It is already given that young people who are going into colleges are well adept with the use of computer. The role that the Liberal Arts Program will take is to push the knowledge of the student beyond from what is already known about information technology.The program then will include in its curriculum basic knowledge on computer hardware like repair and troubleshooting. Included also in the curriculum is the study of how to use the most popular software as of the present time. I said present time since this subject in computer software should be flexible to change at any given time to adjust to the fast pace innovations in information technology. Applying the popular Moore’s Law that the rate of progress of technology is rapid (ebrary Inc, 28) in this equation is appropriate.Computers are expected to perform calculations tha t doubles every two years, it must be anticipated that what is useful now will be passe and outdate in a couple of years. Grading System There have been many debates regarding the best grading system that ought to be applied in gauging the intellectual progress of every student. In this program, the grading system that will be followed by the instructors and the professors will sit on the foundation that the best gauge of intellectual capacity and development of the student is the progress he shows in the class and in the array of activities designed in the curriculum.It must be understood that the maturity of learning capacity of each student varies from each other considering students are different in their intellectual levels. The role that instructors and professors in the program then will be demanding and laborious since the process and discernment of what grade should get will be on their total evaluation of the student’s progress in their subjects. This grading system will be applied principally in the two major concerns of this program: communication and technology. This kind of grading system is specifically appropriate to be applied in the speech and writing classes.Since these skills take time to be developed, it will be proper if the grading system is according to the progress that the student is making in the course. Take as an example the subject of writing essays. Though everybody in the class is taking the subject for the first time, some may have already an experience in writing that can give them an edge in earning a higher grade. To give each student the chance to get a good grade on the subject, each will be graded according to the development and how fast the student has instilled in himself the craft of writing.Moreover, grading each student according to his progress will put the focus of on imbuing the skill rather than merely getting a high mark for the course. The advantage of this grading scheme is the fact that the priority o f the student is how to improve his skills in the art of writing. When the goal of the course is focused on the improvement of the student in learning the craft rather than merely getting a good grade, the effect or result of this is the continuance of learning experience even if the course is already over.Since the student is oriented towards the goal of improving his skills and not just on the temporary and limited goal of earning a good mark, the writing experience is expected to continue until the student is already out of the campus. Knowing for a fact that writing better and effectively per se cannot be taught in a single or couple of semester, one of the main goal then of the course is for the student to continue putting effort to hone his skills in the endeavor of writing until his older and professional years.Though this scheme somewhat will be applied sparingly in the course of subjects concerning technology. Since the subjects are more concrete and mechanic in nature, the progress alone of the student in the curriculum will not suffice to gauge his effort in trying to learn the course. Conclusion The objective of any Liberal Arts program is to bring to freedom from ignorance each student that will take the course. At the same time, the program is designed with the primary goal of giving the student tools with which to face and participate in the outside world of the campus.These tools take the forms of skills like effective speech and deftness in writing craft and knowledge in the new technology abundant in the present age of ours. These skills will help the student be a better player and participant in the society once he is already outside the campus. The good about the program is that it complements the setup in a democratic society where each individual is given his right to pursue equality, liberty and freedom from ignorance. The curriculum that this program will focus on will be communication and technology since these two disciplines also com plement each other.Skills in speech and writing will be given the great emphasis while technology through the instruction of how computer works will also be given an importance. The grading system also by which the student will be evaluated will sit on the foundation of looking on the progress of the student rather than meeting the expectation of the instructor or professor. The advantage of this grading scheme is the re-alignment of priority for the student to look at the curriculum as a means to enhance his skills rather than merely getting high marks.Another point of this is the fact that the skills and discipline that the student may imbue on the whole program will be continued to be practiced even if he is already outside the boundary of the campus. Work Cited ebrary, Inc. Computer Science: Reflections on the Field, Reflections from the Field. Washington, DC, National Academies Press, 2004 Knoblauch, C. H. â€Å"Literacy and the Politics of Education†. Composing Knowledg e. Ed:Rolf Norgaard. Boston, New York. Bedford/St. Martin, 2007. pp. (198-209). Hirsch, E. D. â€Å"Cultural Literacy†. Boston. Houghton Mifflin Company, 1987 Annotated Bibliographyebrary, Inc. Computer Science: Reflections on the Field, Reflections from the Field. Washington, DC, National Academies Press, 2004 This book basically tackled the progress in information technology. In the paper, there is a need for it to be cited since the discussion is the fast pace development in this modern technology. The importance of the idea is to present that the reasoning of the writer in saying that there should be flexibility in the creation of curriculum concerning computer literacy. Knoblauch, C. H. â€Å"Literacy and the Politics of Education†. Composing Knowledge. Ed:Rolf Norgaard.Boston, New York. Bedford/St. Martin, 2007. pp. (198-209). The underlying argument for the reason of the use of what Knoblauch said is to present the fact that literacy has its used in society. Sin ce literacy is one of the objectives of Liberal Arts, it is important to cite his text to show what will be the function of being a literate in society. Hirsch, E. D. â€Å"Cultural Literacy†. Boston. Houghton Mifflin Company, 1987 The function of the information given by Hirsh in his book is to present the problem that is besetting the American population. There is a need for what the author said

From a close study of the opening of the novel Essay

â€Å"From a close study of the opening of the novel; and with reference to other stages throughout, discuss the relationship of George and Lennie, commenting on how it relates to the theme of loneliness† By Matthew Keane In the novel, the two main characters, George and Lennie, have a parent-child relationship, as George leads the way for Lennie; he also gives him advice and teaches him. Lennie follows all advice that George gives him. The idea of a teacher-student relationship is evident because George shows all signs of intelligence; he gives all the advice, and has all the ideas. Lennie on the other hand, is mentally challenged, and needs all the advice that George can give him. Lennie’s mental capability is reflected in his descriptive appearance, he is often compared to animals, his actions and reactions are childlike, and he also has a bad memory. However, Lennie’s bad memory can lead to friction, as George can lost his temper with him because he often has to remind Lennie several times before he can remember. Overall, they’re more like father and son than equal adults. From the first time they are introduced, we immediately get the impression of one being a follower and another being a leader, we can tell this by the line, â€Å"They had walked in single file down the path, and even in the open one stayed behind the other† The word â€Å"even† in this sentence signifies that no matter what, George will always lead Lennie, even though there was plenty of space for Lennie to walk next to him, he still stayed behind George. The reader is given an immediate insight to Lennie’s character when Steinbeck uses animal imagery; most of his actions are compared to animals, â€Å"Lennie dabbled his big paw† These animal comparisons tells the reader that Lennie shares the innocent qualities, as most of his actions are made on impulse, and he doesn’t think about what he’s doing. Lennie also has a childlike innocence, because he has the mind of a child and again doesn’t think about his actions. However, Lennie’s animal-like behaviour shows that he can have an unpredictable nature, as his acting on impulse can have unexpected results. The childlike qualities that Lennie displays can sometimes lead to friction between him and George. This happens when Lennie’s memory loss causes George to lost his temper frequently, â€Å"So you forgot that already did you? I gotta tell you again do I? Jesus Christ, you’re a crazy bastard† This happens frequently in the novel, this quote is taken just after the bus driver drops them off at the wrong place, George has a reason to chastise Lennie about his poor memory, these outbursts also show that he is in control of Lennie. Steinbeck reinforces the point about who is in control of the relationship by the description if when Lennie keeps a dead mouse in his pocket, and George forces Lennie to give him the mouse. â€Å"Lennie’s closed hand slowly obeyed. George took the mouse and threw it across the pool to the other side, amongst the brush† The tone used by George â€Å"Give it here!† clearly shows that he is in control. When Lennie retrieves the mouse from the bushes, George shows he is in control by snapping his fingers, and then Lennie immediately returns the mouse. There is another purpose in this episode, which is to show us Lennie’s irresistible urge to pet things; as later on in the novel it has an important role, as the urge lands him in trouble when he accidentally kills Curley’s wife by breaking her neck. So this part in the novel his significance to tell us about Lennie’s urge to pet soft things. The stroking of soft things symbolises that Lennie wants a soft and easy life, and doesn’t want the hard life that he has now. Lennie wishes for something soft that represents the desire for something finer, to be held onto in literal reality leads to tragic consequences of Curley’s wife’s death, made more poignant, almost dramatic irony takes place at the moment the news arrives that confirms that the ranch is there’s. Clearly without George around, Lennie has no control. This control that George has over Lennie also means that Lennie is totally dependant on George. As a result, George often seems angry or upset at Lennie. In the opening, George seems easily angered because of the bus driver, we can tell this by the tone that he speaks to Lennie in, â€Å"You’re a crazy bastard† This brings the negative side of the relationship to the surface, â€Å"If I was alone, I could live so easy† This proves that George can see Lennie as a hindrance to his life, that without Lennie, George wouldn’t have to always look after him. George also bring up the subject of what happened in Weed, just to make Lennie feel bad, â€Å"Jus wanted to feel that girls dress†¦well, how the hell did she know you just wanted to feel her dress?† Also he makes Lennie feel bad by saying that it’s Lennie’s fault that they both lose their jobs, â€Å"I got you! You can’t keep a job and you lose me ever’ job I get† This long passage acts as a warning to what happens later in the barn with Curley’s wife, we also learn of what happened in Weed, â€Å"How the hell did she know you jus’ wanted to feel her dress? She jerks back and you hold on like it was a mouse. She yells and we got to hide in an irrigation ditch all days with guys looking for us† This shows us Lennie’s urge to touch soft things, such as a dress, or Curley’s wife hair. The incident with Curley’s wife has an uncanny resemblance to what happened in Weed, as while stroking Curley’s wife’s hair, she gets scared and tries to scream, Lennie tries to stop her screaming and holds on to her, but he unfortunately breaks her neck. Although George is quick to anger, he doesn’t want to hurt Lennie, when George realises he has hurt Lennie’s feelings, he immediately feels bad, â€Å"His anger left him suddenly, He looked across the fire at Lennie’s anguished face, and then he looked ashamedly at the flames† The true nature of their relationship is revealed as father and son when George apologises to Lennie and then explains to him, â€Å"No look! I was jus’ foolin’, Lennie. Course I want you to stay with me. Trouble with mice is you always kill em† He then tries to reason, â€Å"First chance I get, I’ll give you a pup. Maybe you wouldn’t kill it. That’d be better than mice.† This passage ends with George re-counting they’re shared dream, â€Å"We’ll have a big vegetable patch and a rabbit hutch and chickens† This last phase of the opening chapter clearly shows how George also gets much from this relationship. The unreserved love that Lennie extends to George sets them both apart from the other drifters and farm hands who generally have nothing. â€Å"Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don’t belong no place.† Even though, while angry, George tells Lennie that he could behave like the other men, â€Å"If I was alone I could live so easy†¦.when the end of the month came I could take my fifty bucks and go into town and get whatever I want† His true feelings are revealed later while George is telling slim why he and Lennie are so close, he tells Slim of how one time he abused Lennie’s trust, while swimming in the Sacramento river, he tells Lennie to dive in the water, even though he cannot swim. George then dives into the river to save Lennie, and since then George realises how much Lennie depends on George. This closeness is confirmed by George’s reaction when Curley’s wife’s body is found, â€Å"Maybe they’ll lock ‘im up an’ be nice to him† George also tries to defend Lennie as he knows that Lennie didn’t mean to kill Curley’s wife, â€Å"‘Lennie never done it in meanness’ he said ‘All the time he done bad things but he never done one of ’em mean'† The relationship established in the opening is then illustrated throughout the novel. The first time that George and Lennie meet Curley, George protects Lennie from Curley. â€Å"‘What the hell are you getting into it for?’ ‘We travel together’ ‘Oh so it’s that way?’ ‘Yeah it’s that way'† Also, when Curley’s wife first appears, George is again careful to make sure Lennie doesn’t make a mistake similar to the incident in Weed, â€Å"‘Listen to me you crazy bastard,’ he said firmly, ‘Don’t you even take a look at that bitch. I don’t care what she says or what she does'† The idea of a father-son relationship is continued during the passage where Curley is attacking Lennie, but Lennie will not fight back until George orders him to, â€Å"George†¦make um let me alone, George.† This shows us that Lennie waits for George to give him permission before he’ll do anything. When Candy finds Curley’s wife’s body, George makes it clear that he will not let anyone hurt Lennie â€Å"Maybe they’ll lock ‘im up an’ be nice to ‘im† This shows the strength of their relationship, as George knows that Lennie has done something bad, and should be punished, but he still doesn’t want anyone to harm him. Unfortunately, George was unable to save Lennie from himself, and so when Lennie accidentally kills Curley’s wife, George has no other option, but to shoot Lennie, he has to take this option because if Lennie was put into prison, he would be alone, with no-one to look after him properly, and condemned to a life if terror and madness. Curley, on the other hand, wants Lennie to die in pain and suffering. â€Å"Shoot for his guts. That’ll double ‘im over† Slim, being the voice of authority in the novel, gives the final confirmation on the killing of Lennie, â€Å"I guess we gotta get ‘im† In my opinion, the novel was very good, the shock ending was very surprising and unexpected, but a closer look throughout the novel foreshows us what happens, such signs as what happened in Weed, the mice that Lennie kills, the need to pet soft things, all of this gives the reader clues to what happens at the end. In my opinion, the relationship between George and Lennie is less than a relationship between two equal adults, and more like father-son, as one of the pair continually leads the other, while the other always follows