Saturday, December 8, 2007
ARW set up: Register for Open Learning Network
To follow the screens you see when you register for the Open Learning Network (OLN) please watch this slideshow. The slideshow will move from your ICU email inbox, to the two registration pages in OLN, and then on to posting an assignment to your ARW e-portfolio (blog) in the OLN.
Tuesday, December 4, 2007
ARW Information: Class Discussion - Instructions for Students
ARW Class Discussions
Class Discussions sessions are a central feature of ARW this semester. Most classes will include Class Discussions sessions. A few times during the semester you will lead a small group discussion on a text, part of a text, or the topic in general. We will organise exactly what text what you will do later.
What are the language and learning benefits for you?
You will read, interpret, analyse, and react to an English academic text.
You will increase your vocabulary to talk about ideas and issues in the text and how such issues might affect people.
You will improve your understanding of the text by learning to consider the writer's implications, intentions, attitudes, and explicit meanings.
You will improve your ability to visually represent ideas, as well as the connections that exist between ideas (no idea exists by itself in isolation)
You will improve your spoken English skills by presenting and discussing the text with your class.
What do you have to do?
1. Read the section of the text you have chosen or been assigned by your teacher.
2. Make a glossary. Review the vocabulary that is essential to understanding the text. Make a list. Write an explanation for each word that relates to how the word is used in the text. Words often have multiple meanings, which means you must always consider the context in which words appear.
3. Summarise the section. Your summary will include a blended mix of illustrations and text. Illustrations might include a mind map, charts, diagrams, images, blended together with text. Your summary should be clear, interesting, and effective for you and your classmates. An an effective summary will clearly identify and define the main points raised in the text, as well make it clear how the ideas connect or relate to one another; this is why visual aids are required in your summary.
4. Write three relevant, clear, controversial discussion questions and your own sample answers.
5. Type up the text parts of your work using the Class Discussions Form.
How do I prepare?
Organise a 15-minute discussion session based on the following structure:
On the day of your session
Bring these things to class:
The text
Your complete, typed Class Discussions Form
Visual aids
During the session
Be energetic, confident, interesting, loud enough, and clear.
After the session
Complete your self evaluation
Hand in your Class Discussions Form
Post your Class Discussions Form to your ARW e-Portfolio (your blog), so that classmates can refer to it when reviewing the text for their essay and the PWT.
Your name: Section:
1. Summary
Author & Title of text:
Section or page numbers:
Main points:
You will decide what the main points are. How many points you include will be informed by your understanding of the text. Here, please also identify clearly which points you will explain using visual aids. Do your best.
2. Essential Vocabulary
Make a list of words and write an explanation for each word that relates to how the word is used in the text (context).
Write questions that ask classmates to reflect on the ideas/issues in new ways and make connections to other ideas and to their own lives. Write your own sample answers. The discussion is the most important part. My basic advice is: Always avoid yes/no questions. Avoid questions that test memory of specific facts, like dates or names. Never ask questions that you cannot answer yourself (which is why preparation calls for you to write sample answers). Writing good questions takes time, so you take your time on this part.
Class Discussions sessions are a central feature of ARW this semester. Most classes will include Class Discussions sessions. A few times during the semester you will lead a small group discussion on a text, part of a text, or the topic in general. We will organise exactly what text what you will do later.
What are the language and learning benefits for you?
You will read, interpret, analyse, and react to an English academic text.
You will increase your vocabulary to talk about ideas and issues in the text and how such issues might affect people.
You will improve your understanding of the text by learning to consider the writer's implications, intentions, attitudes, and explicit meanings.
You will improve your ability to visually represent ideas, as well as the connections that exist between ideas (no idea exists by itself in isolation)
You will improve your spoken English skills by presenting and discussing the text with your class.
What do you have to do?
1. Read the section of the text you have chosen or been assigned by your teacher.
2. Make a glossary. Review the vocabulary that is essential to understanding the text. Make a list. Write an explanation for each word that relates to how the word is used in the text. Words often have multiple meanings, which means you must always consider the context in which words appear.
3. Summarise the section. Your summary will include a blended mix of illustrations and text. Illustrations might include a mind map, charts, diagrams, images, blended together with text. Your summary should be clear, interesting, and effective for you and your classmates. An an effective summary will clearly identify and define the main points raised in the text, as well make it clear how the ideas connect or relate to one another; this is why visual aids are required in your summary.
4. Write three relevant, clear, controversial discussion questions and your own sample answers.
5. Type up the text parts of your work using the Class Discussions Form.
How do I prepare?
Organise a 15-minute discussion session based on the following structure:
1. Introduction: Summarise the text (5 mins)
Briefly explain about the main points in your own words. Your classmates need you to help them understand what you know, usually they will not understand the text as well as you, and sometimes they will not have understood it all. Therefore, it is extremely important that you avoid simply repeating what the text says; this is why you have prepared your visual aids. Include your own feelings, judgements, and predictions about the ideas and issues in the text. For example: What are the author's implications, intentions, and attitudes? What do you agree/disagree with? What is especially interesting to you? What did you learn? Talk about the essential vocabulary as each word arises in your summary, in context - not all at once at the start.
2. Body: Small Group Discussion (8-9 minutes). This is the most important part. Through discussion you want to consolidate and extend your classmates' understanding of the ideas and issues and connections in the text. Divide the class into groups however you want. Explain one discussion question and lead the discussion. Involve yourself in the discussion, but as session leader your main task is to encourage active, purposeful, and enriching discussion. You want your classmates to help themselves learn through discussion; this is why the quality of your discussion questions is so important and why your preparation includes your own sample answers. Repeat for questions two and three. Always have fun, and enjoy the experience of helping yourself and others.
3. Conclusion: Wrap up the discussion (1-2 minutes).
Very briefly restate the main points. Give your opinion on the discussion questions. Always do your best to try to refer to points classmates made as well. This last is important because it recognises and rewards the participation of your group members.
Briefly explain about the main points in your own words. Your classmates need you to help them understand what you know, usually they will not understand the text as well as you, and sometimes they will not have understood it all. Therefore, it is extremely important that you avoid simply repeating what the text says; this is why you have prepared your visual aids. Include your own feelings, judgements, and predictions about the ideas and issues in the text. For example: What are the author's implications, intentions, and attitudes? What do you agree/disagree with? What is especially interesting to you? What did you learn? Talk about the essential vocabulary as each word arises in your summary, in context - not all at once at the start.
2. Body: Small Group Discussion (8-9 minutes). This is the most important part. Through discussion you want to consolidate and extend your classmates' understanding of the ideas and issues and connections in the text. Divide the class into groups however you want. Explain one discussion question and lead the discussion. Involve yourself in the discussion, but as session leader your main task is to encourage active, purposeful, and enriching discussion. You want your classmates to help themselves learn through discussion; this is why the quality of your discussion questions is so important and why your preparation includes your own sample answers. Repeat for questions two and three. Always have fun, and enjoy the experience of helping yourself and others.
3. Conclusion: Wrap up the discussion (1-2 minutes).
Very briefly restate the main points. Give your opinion on the discussion questions. Always do your best to try to refer to points classmates made as well. This last is important because it recognises and rewards the participation of your group members.
On the day of your session
Bring these things to class:
The text
Your complete, typed Class Discussions Form
Visual aids
During the session
Be energetic, confident, interesting, loud enough, and clear.
After the session
Complete your self evaluation
Hand in your Class Discussions Form
Post your Class Discussions Form to your ARW e-Portfolio (your blog), so that classmates can refer to it when reviewing the text for their essay and the PWT.
Do not be absent on the day of your session - otherwise you need to submit this work as an essay. Eeeks!
Copy and paste this form into your word processor, then type up your work. For your own safety, always save your work to two different places.
Final reminder: Do the basics well. Prepare fully. Type. Keep to time. Lead actively. Have fun!
Your name: Section:
1. Summary
Section or page numbers:
Main points:
You will decide what the main points are. How many points you include will be informed by your understanding of the text. Here, please also identify clearly which points you will explain using visual aids. Do your best.
2. Essential Vocabulary
Make a list of words and write an explanation for each word that relates to how the word is used in the text (context).
Write questions that ask classmates to reflect on the ideas/issues in new ways and make connections to other ideas and to their own lives. Write your own sample answers. The discussion is the most important part. My basic advice is: Always avoid yes/no questions. Avoid questions that test memory of specific facts, like dates or names. Never ask questions that you cannot answer yourself (which is why preparation calls for you to write sample answers). Writing good questions takes time, so you take your time on this part.
Question 1.
Sample answer:
Question 2.
Sample answer:
Question 3.
Sample answer:
4. Self evaluation: Satisfactory/Not satisfactory. Please complete your self-evaluation accurately.Sample answer:
Question 2.
Sample answer:
Question 3.
Sample answer:
| Me (tick) | Grading protocol | OJ |
| Satisfactory (S): All of the following: 1) Complete preparation 2) Typed 3) Organised timekeeper 4) Lead active discussion 5) Kept to time for each part | ||
| Not satisfactory (NS): Any of the above incomplete or missing. | ||
| Absent/NS/Late: For grading purposes there are two (2) actions you can take: 1) Accept NS. Not satisfactory will be recorded as your grade for that session. 2) Write an essay. Write up your preparation as an essay. You have one (1) week to submit your essay. 1 x A4 page. Typed. 1.5 spacing. Student information. Title. Structure: Introduction-body-conclusion. Content: Your summary, vocabulary and meanings, and discussion questions. Attach your visual aids. Your aim should always be to never let a small problem grow into a big problem, so please talk to me early if you foresee any difficulty. |
Sunday, February 18, 2007
Tutorial Class Wednesday February 21 & Main Assignment
Dear Class,
VOF Main Assignment: Final Draft Essay 50%
Wednesday's class will be a tutorial class. To complete your Main Assignment: Final Draft by Thursday 8 a.m., the most important work you need to do at this stage is to finish your research, and write, read, and rewrite. Therefore the best use of time at present is individual work or peer review or a tutorial with me, and not to meet as a whole class.
So, if your most important need is to do individual work on your Final Draft, do not come to class Wednesday.
However, if you want to peer review your Final Draft with a friend, you can meet in our classroom or any other place (e.g the Library, Starbucks, etc.).
VOF Main Assignment: Final Draft Essay 50%
Post the final draft of your essay to your blog. 800 -1000+ words, MLA style. Use 5+ sources (mix articles, books, WWW), the majority must be English sources. Use subheadings for each section. The assignment requires Header, Outline, Student Information, Title, Final Draft, and Works Cited. Use Sample Essay as a basic guide. Please use the title: VOF Main Assignment - Final Draft Essay.
**Please note: The due date for the Main Assignment is Thursday 8 a.m., February 22. Your paper MUST be submitted on or before this date. The Syllabus allows for submission of minor assignments up to two (2) days after the due date, but this rule does NOT apply to the Main Assignment.
Saturday, February 17, 2007
Homework Monday February 19
Dear Class, This message is a reminder only, there are no changes or additions to the homework:
VOF Essay Dates
13/2 (T) 5. First Draft 400+
16/2 (F) 6. Revised Working Outline + 7. Full-length Draft
19/2 ((M) 8. Works Cited + 9. Winter Project (5 min. Presentation & 5 min. Discussion. Documentation: Working Outline + 3 Discussion Questions. Print. Post to your blog)
21/2 (W) 10. Research Collection
22/2 8 a.m. (Th) Final Draft ***Submission cannot be late. Your ARW grade is due to the ELP Office on the 26/1***
VOF Essay - Minor Assignment 8 - Works Cited*
Write the first draft of the Works Cited. Post your assignment to your ARW Portfolio, please use title: VOF Essay - Minor Assignment 8 - Works Cited.
To guide you in formatting and organizing your works cited, refer to the Essay Instructions:
SGW: The Works Cited Page pp. 65 - 68.
AWR: Documenting Sources: MLA-4a through MLA-4b; p. 340-367 .
Web Box: VOF VOF Essay - Minor Assignment 9 - Winter Project (5%)*
What to do:
1) Give a five (5) minute presentation on your essay. Groups of four (4).
2) Lead a five (5) minute discussion.
Preparation:
1) Prepare an up-to-date version of your Working Title/Thesis/Outline (i.e. Minor Assignment 6). Add three (3) discussions questions (1, 2, 3) to the bottom of the Outline. Your questions should challenge your classmates' views and ideas, but not require specific knowledge of your topic they might not have, this will encourage interested, lively discussion of your topic and your ideas. You should use this feedback to further clarify/extend the ideas in your Final Draft.
2) Use your Outline and practice your presentation a number of times until you feel comfortable and know what you want to say and how you want to say it.
4) Post your Winter Project to your blog. Please use the title: VOF Essay - Minor Assignment 9: Winter Project
5) Print a copy of your Winter Project (Outline & Discussion Questions). You will give this copy to me before your presentation, this partly confirms that you have prepared. After you have completed a confident, well-organised Winter Project, you will have finished completely.
VOF Essay Dates
13/2 (T) 5. First Draft 400+
16/2 (F) 6. Revised Working Outline + 7. Full-length Draft
19/2 ((M) 8. Works Cited + 9. Winter Project (5 min. Presentation & 5 min. Discussion. Documentation: Working Outline + 3 Discussion Questions. Print. Post to your blog)
21/2 (W) 10. Research Collection
22/2 8 a.m. (Th) Final Draft ***Submission cannot be late. Your ARW grade is due to the ELP Office on the 26/1***
VOF Essay - Minor Assignment 8 - Works Cited*
Write the first draft of the Works Cited. Post your assignment to your ARW Portfolio, please use title: VOF Essay - Minor Assignment 8 - Works Cited.
To guide you in formatting and organizing your works cited, refer to the Essay Instructions:
SGW: The Works Cited Page pp. 65 - 68.
AWR: Documenting Sources: MLA-4a through MLA-4b; p. 340-367 .
Web Box: VOF VOF Essay - Minor Assignment 9 - Winter Project (5%)*
What to do:
1) Give a five (5) minute presentation on your essay. Groups of four (4).
2) Lead a five (5) minute discussion.
Preparation:
1) Prepare an up-to-date version of your Working Title/Thesis/Outline (i.e. Minor Assignment 6). Add three (3) discussions questions (1, 2, 3) to the bottom of the Outline. Your questions should challenge your classmates' views and ideas, but not require specific knowledge of your topic they might not have, this will encourage interested, lively discussion of your topic and your ideas. You should use this feedback to further clarify/extend the ideas in your Final Draft.
2) Use your Outline and practice your presentation a number of times until you feel comfortable and know what you want to say and how you want to say it.
4) Post your Winter Project to your blog. Please use the title: VOF Essay - Minor Assignment 9: Winter Project
5) Print a copy of your Winter Project (Outline & Discussion Questions). You will give this copy to me before your presentation, this partly confirms that you have prepared. After you have completed a confident, well-organised Winter Project, you will have finished completely.
Wednesday, February 14, 2007
Smith & Wagar class answers
Folks, I have finally finished checking your class answers for Smith & Wagar (16:40 2/15). The answers displayed now are basically correct. When I thought a better answer was especially needed, I either recommended that you check the answer from my other ARW class, or I suggested a page and line numbers to read in the text. There are some excellent answers, but overall the answers are not as strong as you did for Silver. Some critical answers for Wagar are disappointingly missing. You would make yourself many friends if you voluntarily answered one of the missing responses! Finally, I edited the grammar only lightly, the most important thing was the accuracy. Good luck tomorrow! Owen.
Ae Class Answers: Smith Comprehension Questions
Ag Class Answers: Smith Comprehension Questions
AE Wagar Comprehension Questions
AG Wagar Comprehension Questions
Tutorial class Friday 16 February
Dear Class,
Tomorrow's class will be a tutorial class. To complete your Minor Assignment 6: Revised Working Outline & Minor Assignment 7: Full-length Draft (800+) by Friday, the most important work you need to do at this stage is to research more, write more, and edit your writing. Therefore the best use of time at present is individual work or peer review or a tutorial with me, and not to meet as a whole class.
So, if your most important need is to do individual work on your essay, do not come to class tomorrow.
However, if you want to peer review your essay with a friend, you can meet in our classroom or any other place (e.g the Library, Starbucks, etc.).
But, if you want a tutorial with me, you must 1) Post your latest writing to your blog and I will do my best to read it before your tutorial and 2) Sign up for a tutorial on the DIY Textbook, Tutorial Sign Up. I do not mind if two of you come at the same time, but definitely not three at once. Certainly, an individual tutorial is best for you personally. When you come along to class you must be organised to use the whole time - do not spend 45 minutes waiting for your tutorial.
If you are not happy with this plan for tomorrow's class and would like me
to change the plan, please email and I promise to listen to your reasons very carefully.
Tuesday, February 6, 2007
Evans' NP: Diamond's arguments about why societies fail, based on his book, "Collapse" (2005).
o Definition
o Critique
o Historical Example: Maya
o Diamond's 5 point framework for why societies collapse
1. Environmental damage
2. Climate change
3. Hostile neighbours:
4. Decreased support by friendly neighbours:
5. How societies respond to a crisis
o The Future: Australia
o Why some societies make wrong decisions
o Responses to challenges: Japano Critique
Homework due Tuesday 13 & Wednesday 14 February
For Tuesday 8 a.m.
VOF Essay - Minor Assignment 5 - First Draft (400+)
1. First Draft* - You may wish/need to review SGW: 4.51 The Introduction, 4.5.2 The Body, 4.5.3 The Conclusion, & 7.9 Your First Draft. Use the Sample Essay to guide you in structuring your essay. Write and post your assignment to your blog.
**Part of the reason for the 8 a.m. deadline is I must read your work before your tutorial on Tuesday. If you will not have a tutorial, I do need to respond to your First Draft as soon as I can.
****Tutorials: You should book well ahead as tutorials will be busy. You can book a tutorial next week and the last week of semester both at the same time. You can take a tutorial after the First Draft, before the Full-length Draft, & after the Full-length draft. You need to plan when you will take your tutorials and to book early so you do not miss out. You only have 3 (AG) or 4 (AE) tutorials left this semester. ELP policy is for individual tutorials (SGW 7), I do not mind if two of you come, but an individual tutorial is best for you.
For Wednesday:
Wagar
1. Read and annotate text pages 5-7
2. Write individual answers for questions 14-17
3. Contribute to class answers for questions 10-13 (assigned students only)
Ongoing:
VOF Research Collection
Post the WWW sources you have found so far to the class Web Box. Use the tag: arwvof. This is Minor Assignment 10. This is an ongoing assignment as you write your VOF essay. This assignment calls for you to post 10+ WWW sources on your topic and/or classmates' topics. You will select some sources from the Web Box for use in your essay. This assignment is explained in some detail in the Bioethics Essay: Student Instructions (although, in the end, it was not reqired for your first essay this semester). You were also shown how to post webpages to the Web Box in class early this semester. This assignment is worth 3% and from today you have exactly 2 weeks to work on it. If you have any trouble, always ask classmates first, but if you still need help I can help you in tutorials.
--If you were not able to finish by today, you must complete your Working T/T/O by Friday--
VOF Essay - Minor Assignment 4 - Working Title/Thesis/Outline
Working Title/Thesis/Outline* - Review the sample assignment and the instructions. For extra support you may wish/need to review SGW: 4.5.4 The Title, Thesis Statement pp. 36-37, and 7.7 Your Outline. Write and post your assignment to your blog.
VOF Essay - Minor Assignment 5 - First Draft (400+)
1. First Draft* - You may wish/need to review SGW: 4.51 The Introduction, 4.5.2 The Body, 4.5.3 The Conclusion, & 7.9 Your First Draft. Use the Sample Essay to guide you in structuring your essay. Write and post your assignment to your blog.
**Part of the reason for the 8 a.m. deadline is I must read your work before your tutorial on Tuesday. If you will not have a tutorial, I do need to respond to your First Draft as soon as I can.
****Tutorials: You should book well ahead as tutorials will be busy. You can book a tutorial next week and the last week of semester both at the same time. You can take a tutorial after the First Draft, before the Full-length Draft, & after the Full-length draft. You need to plan when you will take your tutorials and to book early so you do not miss out. You only have 3 (AG) or 4 (AE) tutorials left this semester. ELP policy is for individual tutorials (SGW 7), I do not mind if two of you come, but an individual tutorial is best for you.
For Wednesday:
Wagar
1. Read and annotate text pages 5-7
2. Write individual answers for questions 14-17
3. Contribute to class answers for questions 10-13 (assigned students only)
Ongoing:
VOF Research Collection
Post the WWW sources you have found so far to the class Web Box. Use the tag: arwvof. This is Minor Assignment 10. This is an ongoing assignment as you write your VOF essay. This assignment calls for you to post 10+ WWW sources on your topic and/or classmates' topics. You will select some sources from the Web Box for use in your essay. This assignment is explained in some detail in the Bioethics Essay: Student Instructions (although, in the end, it was not reqired for your first essay this semester). You were also shown how to post webpages to the Web Box in class early this semester. This assignment is worth 3% and from today you have exactly 2 weeks to work on it. If you have any trouble, always ask classmates first, but if you still need help I can help you in tutorials.
--If you were not able to finish by today, you must complete your Working T/T/O by Friday--
VOF Essay - Minor Assignment 4 - Working Title/Thesis/Outline
Working Title/Thesis/Outline* - Review the sample assignment and the instructions. For extra support you may wish/need to review SGW: 4.5.4 The Title, Thesis Statement pp. 36-37, and 7.7 Your Outline. Write and post your assignment to your blog.
Monday, February 5, 2007
Sunday, February 4, 2007
Homework due Wednesday 7 February
VOF Essay Dates
13/2 (T) 5. First Draft 400+
16/2 (F) 6. Revised Working Outline + 7. Full-length Draft
19/2 ((M) 8. Works Cited + 9. Winter Project (5 min. Presentation & 5 min. Discussion. Documentation: Working Oultine + 3 Discussion Questions. Print. Post to your blog)
21/2 (W) 10. Research Collection
22/2 8 a.m. (Th) Final Draft ***Submission cannot be late. Your ARW grade is due to the ELP Office on the 26/1***
Wagar
1. Read and annotate text pages 3-5
2. Write individual answers for questions 10-13
3. Contribute to class answers for questions 4-9 (assigned students only)
VOF Essay - Minor Assignment 4 - Working Title/Thesis/Outline
Working Title/Thesis/Outline* - Review the sample assignment and the instructions. For extra support you may wish/need to review SGW: 4.5.4 The Title, Thesis Statement pp. 36-37, and 7.7 Your Outline. Write and post your assignment to your blog.
VOF Research Collection
Post the WWW sources you have found so far to the class Web Box. Use the tag: arwvof. This is Minor Assignment 10. This is an ongoing assignment as you write your VOF essay. This assignment calls for you to post 10+ WWW sources on your topic and/or classmates' topics. You will select some sources from the Web Box for use in your essay. This assignment is explained in some detail in the Bioethics Essay: Student Instructions (although, in the end, it was not reqired for your first essay this semester). You were also shown how to post webpages to the Web Box in class early this semester. However, if you have any trouble, always ask classmates first, but if you still need help I can help you in tutorials. This assignment is worth 3% and you have about 2.5 weeks to complete it.
--If you were not able to finish by today, you must complete your Essay Proposal by Wednesday--
VOF Essay - Minor Assignment 3 - Essay Proposal
Essay Proposal * - Review the sample Essay Proposal. Include all five (5) elements. Write and post your own proposal to your blog. Use the title: Bioethics Essay - Minor Assignment 3 - Essay Proposal .
13/2 (T) 5. First Draft 400+
16/2 (F) 6. Revised Working Outline + 7. Full-length Draft
19/2 ((M) 8. Works Cited + 9. Winter Project (5 min. Presentation & 5 min. Discussion. Documentation: Working Oultine + 3 Discussion Questions. Print. Post to your blog)
21/2 (W) 10. Research Collection
22/2 8 a.m. (Th) Final Draft ***Submission cannot be late. Your ARW grade is due to the ELP Office on the 26/1***
Wagar
1. Read and annotate text pages 3-5
2. Write individual answers for questions 10-13
3. Contribute to class answers for questions 4-9 (assigned students only)
VOF Essay - Minor Assignment 4 - Working Title/Thesis/Outline
Working Title/Thesis/Outline* - Review the sample assignment and the instructions. For extra support you may wish/need to review SGW: 4.5.4 The Title, Thesis Statement pp. 36-37, and 7.7 Your Outline. Write and post your assignment to your blog.
VOF Research Collection
Post the WWW sources you have found so far to the class Web Box. Use the tag: arwvof. This is Minor Assignment 10. This is an ongoing assignment as you write your VOF essay. This assignment calls for you to post 10+ WWW sources on your topic and/or classmates' topics. You will select some sources from the Web Box for use in your essay. This assignment is explained in some detail in the Bioethics Essay: Student Instructions (although, in the end, it was not reqired for your first essay this semester). You were also shown how to post webpages to the Web Box in class early this semester. However, if you have any trouble, always ask classmates first, but if you still need help I can help you in tutorials. This assignment is worth 3% and you have about 2.5 weeks to complete it.
--If you were not able to finish by today, you must complete your Essay Proposal by Wednesday--
VOF Essay - Minor Assignment 3 - Essay Proposal
Essay Proposal * - Review the sample Essay Proposal. Include all five (5) elements. Write and post your own proposal to your blog. Use the title: Bioethics Essay - Minor Assignment 3 - Essay Proposal .
Thursday, February 1, 2007
Homework due Monday February 5
Wagar
1. Read and annotate text pages 2-32. Write individual answers for questions 4-9 (~1.5 hours)
3. Contribute to class answers for questions 1-3 (assigned students only)
VOF Essay - Minor Assignment 3 - Essay Proposal
Essay Proposal * - Review the sample Essay Proposal. Include all five (5) elements. Write and post your own proposal to your blog. Use the title: Bioethics Essay - Minor Assignment 3 - Essay Proposal .
VOF Research Collection
Post the WWW sources you have found so far to the class Web Box. Use the tag: arwvof. This is Minor Assignment 10. This is an ongoing assignment as you write your VOF essay. This assignment calls for you to post 10+ WWW sources on your topic and/or classmates' topics. You will select some sources from the Web Box for use in your essay. This assignment is explained in some detail in the Bioethics Essay: Student Instructions (although, in the end, it was not reqired for your first essay this semester). You were also shown how to post webpages to the Web Box in class early this semester. However, if you have any trouble, always ask classmates first, but if you still need help I will help you in class on Monday. This assignment is worth 3% and you have about 2.5 weeks to complete it.
--If you were not able to finish by today, you must complete your Working Bibliography by Monday--
VOF Essay - Minor Assignment 2 - Working Bibliography
Working Bibliography.* Review the sample bibliography . Organise the bibliographical information for the 3+ sources you have found into an ordered list or table. Post your Working Bibliography to your blog. Use the title: Bioethics Essay - Minor Assignment 2 - Working Bibliography.
I am sorry I am a bit late sending this message today. Have a great weekend. Best, Owen.
Tuesday, January 30, 2007
Homework due Friday February 2
Wagar
1. Read and annotate text pages 1-2 (line 6)2. Write individual answers for questions 1-3
Smith
Contribute to class answers for questions 17-22 (assigned students only)
VOF Essay - Minor Assignment 2 - Working Bibliography
Working Bibliography.* Review the sample bibliography. Organise the bibliographical information for the 3+ sources you have found into an ordered list or table. Post your Working Bibliography to your blog. Use the title: Bioethics Essay - Minor Assignment 2 - Working Bibliography.
--If you were not able to finish by today, you must complete your Scratch Outline by Friday--
VOF Essay - Minor Assignment 1 - Scratch Outline
Scratch Outline* - Review our brainstormed list of possible topics. Do "Choosing a Topic" SGW p. 83. To help you narrow your topic, organize your 15 questions into a scratch outline (SGW p. 33) and put your most important question at the top; this is your research question. Post your Scratch Outline to your blog. Use the title: VOF Essay - Minor Assignment 1 - Scratch Outline
Sunday, January 28, 2007
Homework due Wednesday 29 January
Smith
a) *Read & annotate text pages 13-16
b) *Smith Comprehension Questions: Write individual answers for questions 17-22
c) *Smith Class Answers (DIY): Add your answer(s) for questions 12-16 (only assigned students)
* Next class I will check this homework in class, therefore it will count towards your ARW grade.
Bioethics Essay - Minor Assignment 1 - Scratch Outline
a) Review our brainstormed list of possible topics. This is a very brief list at the moment, so please add lots of new ideas to the list.
b) Review how to make a scratch outline. Read the instructions online or SGW 33.
c) Do "Choosing a Topic" SGW p. 83 to help you narrow your topic. This may take you a couple of hours, but it is important to start well so you do not fall behind at the beginning.
d) Organize your main questions into a scratch outline. Put your most important question at the top; this is your research question. Organise your other questions to show your main points and supporting ideas (at this early stage).
e) Post your Scratch Outline to your blog. Use the title: Bioethics Essay - Minor Assignment 1 - Scratch Outline
a) *Read & annotate text pages 13-16
b) *Smith Comprehension Questions: Write individual answers for questions 17-22
c) *Smith Class Answers (DIY): Add your answer(s) for questions 12-16 (only assigned students)
* Next class I will check this homework in class, therefore it will count towards your ARW grade.
Bioethics Essay - Minor Assignment 1 - Scratch Outline
a) Review our brainstormed list of possible topics. This is a very brief list at the moment, so please add lots of new ideas to the list.
b) Review how to make a scratch outline. Read the instructions online or SGW 33.
c) Do "Choosing a Topic" SGW p. 83 to help you narrow your topic. This may take you a couple of hours, but it is important to start well so you do not fall behind at the beginning.
d) Organize your main questions into a scratch outline. Put your most important question at the top; this is your research question. Organise your other questions to show your main points and supporting ideas (at this early stage).
e) Post your Scratch Outline to your blog. Use the title: Bioethics Essay - Minor Assignment 1 - Scratch Outline
Monday, January 22, 2007
Feedback on Minor Assignment 7 - Works Cited
Dear Class,
A satisfactory Works Cited gave the family name (or title, if author unknown) first, listed works in alphabetical order, and showed strong evidence that you had used the required references (AWR, SGW, or WWW sources given).
Satisfactory Works Cited work was submitted by:
AE: Marie, Masataka, Risa, Ayumi, Hisayuki, Hiroki
AG: Takura
A lot of students then need to improve the Works Cited significantly. The main problem seems to be that many of you are not using the references strongly enough. Here again are the original instructions given in the homework message. I am expecting see major improvements in the Works Cited you include in your Final Draft.
Best,
Owen.
A satisfactory Works Cited gave the family name (or title, if author unknown) first, listed works in alphabetical order, and showed strong evidence that you had used the required references (AWR, SGW, or WWW sources given).
Satisfactory Works Cited work was submitted by:
AE: Marie, Masataka, Risa, Ayumi, Hisayuki, Hiroki
AG: Takura
A lot of students then need to improve the Works Cited significantly. The main problem seems to be that many of you are not using the references strongly enough. Here again are the original instructions given in the homework message. I am expecting see major improvements in the Works Cited you include in your Final Draft.
Best,
Owen.
Sunday, January 21, 2007
Homework due Wednesday 24 January
Bioethics Essay - Assignment 9 - Final Draft*
1. Peer Review: Organise a partner. Once more, check the English of your partner's essay, then check the essay a final time using the peer review checklist to guide you. Explain your the improvements you identified to your partner.
2. Post your Final Draft to your ARW Portfolio (blog) . To guide you in formatting and organizing your Final Draft, refer to the Sample Essay in the Essay Instructions. The Essay Instructions call for your assignment to contain: Header, Outline, Student Information, Title, Final Draft (800-1000+), and Works Cited (5+ sources, majority English).
Smith (VOF text)
Read text pages 1-3. Answer Smith Comprehension Questions 1-5.
1. Peer Review: Organise a partner. Once more, check the English of your partner's essay, then check the essay a final time using the peer review checklist to guide you. Explain your the improvements you identified to your partner.
2. Post your Final Draft to your ARW Portfolio (blog) . To guide you in formatting and organizing your Final Draft, refer to the Sample Essay in the Essay Instructions. The Essay Instructions call for your assignment to contain: Header, Outline, Student Information, Title, Final Draft (800-1000+), and Works Cited (5+ sources, majority English).
Smith (VOF text)
Read text pages 1-3. Answer Smith Comprehension Questions 1-5.
Friday, January 19, 2007
To sign up for an ARW tutorial
Dear Class, The new system to sign up for a tutorial uses the DIY Textbook. On the ARW Homepage, click Tutorial Sign Up, sign into the DIY Textbook as normal, click Edit the content, type your name next to the tutorial time you prefer, and then click Save.
One student per tutorial is ELP policy, I do not mind if two of you come at the same time, but definitely not three at once. Also, this sign up procedure is exactly the same as you used when adding your answers to the Silver Comprehension Questions and the Silver Key Vocabulary activity, so it will be very familiar to most of you. But as this is the first time you will book a tutorial this way, if you do have a problem, you can let me know your preferred day and time by email, and I make your booking for you. If your preferred time is taken, then I will book you an available time in the same session. If no other time is available, I will book you in provisionally in the other tutorial session - but as you see, it is much better that you make your own booking.
One student per tutorial is ELP policy, I do not mind if two of you come at the same time, but definitely not three at once. Also, this sign up procedure is exactly the same as you used when adding your answers to the Silver Comprehension Questions and the Silver Key Vocabulary activity, so it will be very familiar to most of you. But as this is the first time you will book a tutorial this way, if you do have a problem, you can let me know your preferred day and time by email, and I make your booking for you. If your preferred time is taken, then I will book you an available time in the same session. If no other time is available, I will book you in provisionally in the other tutorial session - but as you see, it is much better that you make your own booking.
Wednesday, January 17, 2007
AE homework due Friday 19 January
Dear AE,In class tomorrow a classmate will check your essay, mostly your English (and a little bit of structure). Therefore, print a copy of your essay (finished or not) and bring it along to class. Your partner will write and draw on it, so just print a draft copy, no need for a best-quality print-out.
Thank you, Owen.
Change of date for Final Draft ARW essay
Dear Class, The Final Draft due date is now Wednesday 24, not Monday, January 22.
I am sorry to announce this at this late stage. The reason for the change is the original date did not give you time to have another tutorial on your full-length First Draft, this a mistake I made in the timetable. I will send details in an email tomorrow how you can book a tutorial for next week.
I also need to explain that I will not give written comment this time. I believe that a tutorial on your full-length draft is more valuable at this stage, after written comments on your 400+ First Draft, as well as the one or two (or three) tutorials you have had.
I hope the change of date is good news for most of you. (However, if it fits your work schedule better and you want to finish your Final Draft on Monday, I am of course happy for you to post your Final Draft to your ARW Portfolio on the 22nd).
Monday, January 15, 2007
ARW tutorial class Wednesday, January 17
Dear Class, Tomorrow's class will be a tutorial class. To complete your full-length First Draft by Friday, the most important work you need to do at this stage is to research more, write more, and edit your writing. Therefore the best use of time at present is individual work or peer review or a tutorial with me, and not to meet as a whole class. So --
- If your most important need is to do individual work on your essay, do not come to class tomorrow.
- If you want to peer review your essay with a friend, you can meet in our classroom or any other place (e.g the Library, Starbucks, etc.).
- Or, if you want a tutorial with me, please come along to class. You must be organised to work while you are waiting - do not spend 50 minutes doing nothing while you wait to have a 10 minute tutorial with me.
Best, Owen.
Feedback on your First Draft
This is just to quickly confirm with you that all your essays now have my comments attached. Please see your blog and look at the bottom of your First Draft. Please be sure that you read and think about my comments critically. My comments can be the starting point for our discussion at tutorial. P.S. There is some terrific writing being done - I really recommend you visit your classmates' blogs and enjoy a great read. Best, Owen.
Sunday, January 14, 2007
Homework due Wednesday 17 January
Bioethics Essay - Minor Assignment 7 - Works Cited*
Write and post the first draft of the works cited to your ARW Portfolio (blog). To guide you in formatting and organizing your works cited, refer to the Essay Instructions:
SGW: The Works Cited Page pp. 65 - 68.
AWR: Documenting Sources: MLA-4a through MLA-4b; p. 340-367.
Web box: Bioethics:
--------------If you were not able to finish by today because your partner completed their First Draft on Sunday, you must check your partner's First Draft by Wednesday-------
Bioethics Essay - Minor Assignment 5+ - Peer Review*
Use the peer review checklist to review your partner's First Draft. Check each question on the peer review checklist by circling "Yes" or "No" on the paper copy you received in class today. Click peer review checklist. Select the whole text on the screen (click & drag your cursor) and copy the text (go to the Edit menu on your browser, click Copy). Go to your partners blog and scroll down to the bottom of their essay. Click the Comment button (it looks like 0 comments OR 0 コメント ). Paste the peer review checklist into the Comments box (Edit menu, click Paste). Record your feedback by removing "Yes" or "No" next to each question in the peer review checklist. When you have finished, click the button "Publish Your Comment."
------If you were not able to finish by today, you must complete your Revised Working Outline by Wednesday. See section on timeliness of assignments in your Bioethics Essay Instructions -----
Bioethics Essay - Minor Assignment 6 - Revised Working Outline*
Working Outline - Review the sample assignment and the instructions. For extra support you may wish to review SGW: 4.5.4 The Title, Thesis Statement pp. 36-37, and 7.7. As you research and write about you topic, your thinking deepens and your ideas change. An effective approach to writing calls for you to regularly u pdate your Working Outline to reflect your present thinking and ideas. You will include a n up-to-date version of your outline in your Final Draft. Revise and post your assignment to your blog, use the title 'Minor Assignment 6: Revised Working Outline.'
Write and post the first draft of the works cited to your ARW Portfolio (blog). To guide you in formatting and organizing your works cited, refer to the Essay Instructions:
SGW: The Works Cited Page pp. 65 - 68.
AWR: Documenting Sources: MLA-4a through MLA-4b; p. 340-367.
Web box: Bioethics:
--------------If you were not able to finish by today because your partner completed their First Draft on Sunday, you must check your partner's First Draft by Wednesday-------
Bioethics Essay - Minor Assignment 5+ - Peer Review*
Use the peer review checklist to review your partner's First Draft. Check each question on the peer review checklist by circling "Yes" or "No" on the paper copy you received in class today. Click peer review checklist. Select the whole text on the screen (click & drag your cursor) and copy the text (go to the Edit menu on your browser, click Copy). Go to your partners blog and scroll down to the bottom of their essay. Click the Comment button (it looks like 0 comments OR 0 コメント ). Paste the peer review checklist into the Comments box (Edit menu, click Paste). Record your feedback by removing "Yes" or "No" next to each question in the peer review checklist. When you have finished, click the button "Publish Your Comment."
------If you were not able to finish by today, you must complete your Revised Working Outline by Wednesday. See section on timeliness of assignments in your Bioethics Essay Instructions -----
Bioethics Essay - Minor Assignment 6 - Revised Working Outline*
Working Outline - Review the sample assignment and the instructions. For extra support you may wish to review SGW: 4.5.4 The Title, Thesis Statement pp. 36-37, and 7.7. As you research and write about you topic, your thinking deepens and your ideas change. An effective approach to writing calls for you to regularly u pdate your Working Outline to reflect your present thinking and ideas. You will include a n up-to-date version of your outline in your Final Draft. Revise and post your assignment to your blog, use the title 'Minor Assignment 6: Revised Working Outline.'
Saturday, January 13, 2007
Tutorials 15-17 January
Dear Everyone: At this stage, with the full-length draft of your essay due on Friday, tutorials should be busy, busy, busy. Best, Owen.
Thursday, January 11, 2007
Homework due Monday 15 January
Bioethics Essay - Minor Assignment 5+ - Peer Review*
Use the peer review checklist to review your partner's First Draft. Check each question on the peer review checklist by circling "Yes" or "No" on the paper copy you received in class today. Click peer review checklist. Select the whole text on the screen (click & drag your cursor) and copy the text (go to the Edit menu on your browser, click Copy). Go to your partners blog and scroll down to the bottom of their essay. Click the Comment button (it looks like 0 comments OR 0 コメント ). Paste the peer review checklist into the Comments box (Edit menu, click Paste). Record your feedback by removing "Yes" or "No" next to each question in the peer review checklist. When you have finished, click the button "Publish Your Comment."
Bioethics Essay - Minor Assignment 6 - Revised Working Outline*
Working Outline - Review the sample assignment and the instructions. For extra support you may wish to review SGW: 4.5.4 The Title, Thesis Statement pp. 36-37, and 7.7. As you research and write about you topic, your thinking deepens and your ideas change. An effective approach to writing calls for you to regularly u pdate your Working Outline to reflect your present thinking and ideas. You will include a n up-to-date version of your outline in your Final Draft. Revise and post your assignment to your blog, use the title 'Minor Assignment 6: Revised Working Outline'.
------If you were not able to finish by today, you must complete your First Draft by Sunday. See section on timeliness of assignments in your Bioethics Essay Instructions -----
Bioethics Essay - Minor Assignment 5 - First Draft (400+)*
First Draft - You may wish/need to review SGW: 4.51 The Introduction, 4.5.2 The Body, 4.5.3 The Conclusion, & 7.9 Your First Draft . Use Sample Essay to guide you in structuring your essay. Write and post your assignment to your blog.
Looking ahead: It has been a very busy start to the semester with the PWT and First Draft due on the same day. I hope that you will all have the chance to take some rest and have some fun this weekend. If you have already finished your First Draft, the homework for this weekend should require only about an hour to complete. But, homework will pick up again more next week, so if you can, please enjoy some R & R this weekend.
Use the peer review checklist to review your partner's First Draft. Check each question on the peer review checklist by circling "Yes" or "No" on the paper copy you received in class today. Click peer review checklist. Select the whole text on the screen (click & drag your cursor) and copy the text (go to the Edit menu on your browser, click Copy). Go to your partners blog and scroll down to the bottom of their essay. Click the Comment button (it looks like 0 comments OR 0 コメント ). Paste the peer review checklist into the Comments box (Edit menu, click Paste). Record your feedback by removing "Yes" or "No" next to each question in the peer review checklist. When you have finished, click the button "Publish Your Comment."
Bioethics Essay - Minor Assignment 6 - Revised Working Outline*
Working Outline - Review the sample assignment and the instructions. For extra support you may wish to review SGW: 4.5.4 The Title, Thesis Statement pp. 36-37, and 7.7. As you research and write about you topic, your thinking deepens and your ideas change. An effective approach to writing calls for you to regularly u pdate your Working Outline to reflect your present thinking and ideas. You will include a n up-to-date version of your outline in your Final Draft. Revise and post your assignment to your blog, use the title 'Minor Assignment 6: Revised Working Outline'.
------If you were not able to finish by today, you must complete your First Draft by Sunday. See section on timeliness of assignments in your Bioethics Essay Instructions -----
Bioethics Essay - Minor Assignment 5 - First Draft (400+)*
First Draft - You may wish/need to review SGW: 4.51 The Introduction, 4.5.2 The Body, 4.5.3 The Conclusion, & 7.9 Your First Draft . Use Sample Essay to guide you in structuring your essay. Write and post your assignment to your blog.
Looking ahead: It has been a very busy start to the semester with the PWT and First Draft due on the same day. I hope that you will all have the chance to take some rest and have some fun this weekend. If you have already finished your First Draft, the homework for this weekend should require only about an hour to complete. But, homework will pick up again more next week, so if you can, please enjoy some R & R this weekend.
Wednesday, January 10, 2007
Tuesday, January 9, 2007
Homework Wednesday, January 10
PWT Preparation
1. General advice. A writing strategy must include time to plan, write, and edit your answer. The PWT allows about 13 minutes per question. Review "Tips for Taking a Short Answer Test, SGW p. 49.
2. Check the ELP website for specific details of the test and your test room (arrive early).
3. I recommend that you review the critical examination you have completed as a class:
PWT Preparation: AE Answers to Silver Comprehension Questions (from DIY)
PWT Preparation: AG Answers to Silver Comprehension Questions (from DIY)
Especially review your understanding of Silver Comprehension Question 16, about life in "the general sense" and "life in the special sense".
PWT Preparation: AG Silver Key Vocabulary (from DIY)
PWT Preparation: AE Silver Key Vocabulary (from DIY)
PWT Preparation: Silver Essential Vocabulary (from Web Box)
4. Write PWT Practice Test answers again. You have written answers 1-3 already and we have reviewed these answers in class. For Practice Test Question 4, class answers to Silver Comprehension Questions 31-36 contain reasons that may be useful in your answer.
5. I recommend that you use the Bioethics PWT Sample structure for answers to guide you in writing your Test answers.
Essay: First Draft (400+)
Post your First Draft to your blog (do not worry about the peer review checklist, we will organise partners on Friday). Print a copy and bring your writing to class.
Goodluck to everyone, many of you have prepared strongly, I wish you all the best on the PWT.
Sunday, January 7, 2007
Needing a tutorial this week?
Dear Class, I apologize that I overlooked organising tutorials tomorrow and Wednesday with you before we broke up for the holiday. If you would like a tutorial this week, just come by ILC 275 and add your name to the sign up sheet that I will post on my door in the morning. On Friday, I will show you how to sign up using the course calendar, so you can sign up (and cancel) from any computer on the internet. I am looking forward to seeing full attendance in class on Wednesday, as it is an especially busy week with your First Draft due and PWT on Friday. Best, Owen.
Thursday, January 4, 2007
About your ARW course for Winter 2006/7
Just a quick note to let you know a new document on the ARW homepage
will hopefully answer some of your questions about the What, Why, and
How of working together in ARW this semester. I hope the document will
also spur new questions and I encourage you to share your views and
ideas, via class email and also personally. I encourage you all to
take ten minutes to read the document and to keep yourself informed and
involved in your education, which will help you to achieve your best.
The document is simply titled "About ARW Winter 2006/7" under Course
Links.
will hopefully answer some of your questions about the What, Why, and
How of working together in ARW this semester. I hope the document will
also spur new questions and I encourage you to share your views and
ideas, via class email and also personally. I encourage you all to
take ten minutes to read the document and to keep yourself informed and
involved in your education, which will help you to achieve your best.
The document is simply titled "About ARW Winter 2006/7" under Course
Links.
Tuesday, January 2, 2007
PWT Preparation: AE Answers to Silver Comprehension Questions (from DIY)
Owen: These are mostly an excellent set of answers that will be most useful for your individual analysis in your preparation for the PWT. Your answers have been teacher edited for critical thinking, accuracy, and grammar. Like all collaborative projects, the more you put into it individually, the more you benefit collectively. Well done everyone of you who contributed your thoughts and ideas, your efforts have added to your individual ARW grade.
Silver Comprehension Questions
1 a) What was the public reaction to the birth of Dolly?
This story attracted worldwide attention through the media and people kept talking about it for some time. After that, many people, including some highbrows, began to criticize cloning.
(Masataka)
1b) Does Silver think that the cloning used for animals can be applied to humans?
Yes, Silver thinks it is possible cloning will be transferred to human cells, the equipment and facilities to carry it out is available and there are enough excellent personnel to do it.
(Masataka)
Silver thinks it is not difficult, the particular equipment and facilities are already available.
(Keiichiro)
Yes, Silver thinks it is very possible, the proper equipment and facilities are available.
(Kazuya)
Text Pages 3-6 From Plants to Tadpoles, but Not Mice
2. What is the “critical defining characteristic” of a cloned individual?
A clone is genetically identical to the hereditary cell or organism from which it is derived, as well as to any other clones derived from the same forebear.
(Masataka)
One's clone inherited cell and organization is genetically the same as other clones that derive from the same ancestor.
(Keiichiro)
Generically same cell or organism as ancestor from which it came.
(Kazuya)
3. Why are animal cells more difficult to clone than plant cells?
Plant cells are more suitable for cloning than animal cells because of their structure.
(Kenji)
Plants cells are much more flexible than animal cells in terms of their development potential.
(Ayaka)
4. Why does Silver think Gurdon’s research failed?
The success rate of Gurdon's experiment was low because of problems with equipment and technology.
(Kenji)
Silver thought it was a consequence of primitive equipment and available technology.
(Ayaka)
5. Why did scientists think Gurdon’s research failed?
Mother nature.
(Kenji)
Because of an almost religious thinking that cloning was against the laws of nature.
(Ayaka)
Text Pages 6-8 Cloning Enters Public Culture
6. Discuss the Toffler quotation on Text Page 6.
(Ayumi)
It seems to me that it to make biological carbon copies of oneself is not a fantastic idea at all. First of all, most people will not like to create their copy, as Silver mentioned later.
(Ayumi)
I think this opinion is pointless. Why would we want to make our copies only to know ourselves? What we do to the copies after we know ourselves? What about the Human rights of the copies?
(Tsutomu)
7. How did cloning enter public culture in the 1970’s and 80’s?
In 1970's and 1980's, cloning spread into popular culture through movies, television shows, and science fiction novels.
(Ayumi)
Cloning entered pubilc culture in the 1970's and 80's by media such as movies, TV programs, and science fiction novels.
(Tsutomu)
8. What event in the 1990’s created even greater awareness of cloning?
A report that two George Washington University scientists, Jerry Hall and Robert Stillman, had "cloned human embryos."
(Ayumi)
Jerry Hall and Robert Stillman who are scientists in Geroge Washington University, had "cloned human embryos."
(Tsutomu)
9. What was the public reaction to this research and why was it so strong?
The Vatican, Jeremy Rifkin, and the European Parliament criticized cloning. The European Parliament declared cloning is unethical, morally repugnant, contrary to respect for the person, and a grave violation of fundamental human rights.
(Haruka)
From various political corners, the Vatican, and Jeremy Rifikin , severe criticisms were offered. The European Parliament banned cloning, declaring that it was contrary to morality, ethics, and a serious offence of basic human rights.
(Marie)
Text Pages 8-10 From Sheep to People
10. What evidence does Silver present that suggests that human cloning will be possible?
Evidence that human cloning will be possible is that Dolly could be cloned and because "embryos of all mammals undergo early development in a very similar way" (p. 226 line 15).
(Haruka)
The fact that embryos of all mammals follow similar development, therefore the cloning of Dolly means that human cloning is also possible.
(Marie)
11. What is a basic medical principle that needs to be considered before the use of cloning is approved for use with humans?
"A basic principle of medical ethics is that doctors should not perform any procedure on human subjects if the risk of harm is greater than the benefit that might be achieved" (p. 227 line 1).
(Hiroki)
A basic principle of medical ethics is that doctors should not perform any procedure on human subjects if the risk of harm is greater than the benefit that might be achieved.
(Sayaka)
A basic principle of medical ethics is that doctors should not perform any procedure on human subjects if the risk of harm is greater than the benefit that might be achieved.
(Hisayuki)
12. How did the media report the birth of Dolly in a negative way?
"Many of the media reports that described the birth of Dolly emphasized the fact that the success rate was only 1/277 tries" (p. 227 line 7).
(Hiroki)
Many of the media reports that described the birth of Dolly emphasized the fact that the success rate was only 1 in 277 "tries."
(Sayaka)
Many of the media reports that described the birth of Dolly emphasized the fact that the success rate was only 1 in 277 "tries."
(Hisayuki)
13. Some genetic problems in humans occur when extra copies of a gene are passed on, or when a child receives a mutant gene from both parents. Are these more likely to occur with cloning?
No. According to Silver, "With Cloning, there is the same low probability of a new mutation in the genetic material brought in with the donor nucleus." (p. 227 line 34-)
(Hiroki)
In fact, there is no scientific basis for the belief that cloned children will be any more prone to genetic problems than naturally conceived children.
(Sayaka)
No. According to Silver, what all of these comparisons suggest is that berth defects in cloned children could occur less frequently than birth defects in naturally conceived children. (p. 227 line 37)
(Hisayuki)
14. What further research is necessary to see if cloned animals are as healthy as other animals?
It is necessary to research whether cloning effects the health of experimental animals.
(Emiko)
It should research the life span of small cloned animals like mice because they have a naturally short life.
(Shoji)
Research should investigate the effects on the health and life span of animals.
(Mizuki)
Text Pages 10-15 Cloning Misperceptions
15. According to Silver, why are people frightened of cloning technology?
The main reason is that people have a muddled sense of what cloning is, and another reason is that peoples' ideas are based on the notion that a clone is an imperfect imitation of the real thing.
(Emiko)
Same as above.
(Shoji)
There are two reasons. First, many people don't know the exact meaning of cloning, and also they misunderstand that cloning means to copy a persons' body and consciousness. Second, most people think that a clone is an imperfect imitation of the real thing. Additionally, these misunderstandings are shown and reinforced by some popular movies and novels.
(Mizuki)
***IMPORTANT QUESTION*** 16. How is life in “the general sense” different from life in “the special sense”?
OJ: Answer is missing.
17. In Huxley’s Brave New World, how would clones be used for social stability?
In Huxley's Brave New World, clones would be used as an instrument of social stability, because it was possible to obtain "standard men and women; in uniform batches."
(Sachiko)
By cloning people, an army of powerful soldiers, docile factory workers and people with great minds would be produced.
(Risa)
18. Why does Silver think governments will not chose to clone people for:
Social stability:
For social ability, only an extremely controlling totalitarian state could force women to act as surrogate mothers for babies that would be raised by the state.
(Sachiko)
Because the enslavement of women who bear the babies is unlikely to happen.
Making soldiers:
If the government is able to clone people, it can also develop more high-tech weapons of destruction. Thus, in this case, it is not important to clone muscular and strong soldiers because high-tech weapons are even stronger and more destructive.
(Sachiko)
Because if a govenment could clone people, they could also create a stronger army by developing high-tech weapons rather than developing an army of cloned soldiers.
(Risa)
Making factory workers:
Since most societies have enough factory workers, cloning of factory workers is not necessary.
(Sachiko)
It is not needed because there are enough workers in many societies.
(Risa)
Producing people with great minds:
The way the government choose the progenitor and what would happen during the twenty years for such clones to mature is not clear. To develop public education is the better way to produce great minds.
(Sachiko)
How a government would decide on the individuals with superior characteristics is extremely problematic.
(Risa)
19. Even if a powerful group did clone the leader, why does Silver think that such children would not become leaders in the future?
Because those cloned children would be raised by different people and the people around them may not respond to them as the people around the original person did.
(Sachiko) (Risa)
Text Pages 15-20 The Cloning of Children
20. What happened to Anissa and how did the parents choose to save her life?
Anissa was diagnosed with a serious disease and her parents searched for a donor, but they could not find a donor. So her mother Mary decided to have another child who could provide Anissa with the needed bone marrow.
(Masataka)
She fell to the disease called myelogenous leukemia. It causes cancer of blood stem cells which would bring about her death slowly. After failing to find a bone marrow donor in spite of their frantic search, her parents decided to try to save Anissa`s life by having another baby.
(Keiichiro)
21. How could Anissa have been saved with cloning technology?
If Anissa's parents used a skin cell from Anissa's body when they constructed a new embryo, they could have another child who would be a perfect match for Anissa.
(Masataka)
By using Anissa`s skin cells for constructing a new embryo that would become a perfect match donor for her.
(Keiichiro)
22. What was the reaction of some bioethicists to what Anissa’s parents did?
Some bioethicists disagreed with the decision Anissa's parents made from different aspects of ethics and human morality.
(Kenji)
Some bioethicists criticized Anissa's parents for what they had done, claiming her parents treated Marissa as an object.
(Ayaka)
Some bioethicists condemned the conduct of Anissa's parents because they believed that Anissa's parents looked upon Marissa as an object, not a human being.
(Numacchi)
23. What is Silver’s response to this reaction?
Silver shows understanding of the actions of Anissa's parents and disagrees with arguments different bioethicists gave.
(Kenji)
Silver thinks that it is absurd to critisize only Anissa's parents.
(Ayaka)
Silver thinks there are acceptable reasons for the conduct of Anissa's parents.
(Numacchi)
24. What are two more examples of the use of cloning to have a family? Do you agree with these?
a) A mother who is unable to have more children loses her children in an accident, and later discovers the existence of frozen cells of her dead babies.
(Ayumi)
b) Couples who become sterile after having one healthy child want to have another child by cloning.
(Ayumi)
(opinion)
It seems to me that both cases are unacceptable because they had opportunity to have babies. If we allow cloning in these cases like (a), parents will lament the children's death no more.
(Ayumi)
Opinon
I think the first example is acceptable because there no other way to have their gentically related children. And if I were in their situation, I would desire a child even if they were cloned.
(Tsutomu)
25. How does Silver think a cloned child will feel when they grow up and discover that they are a clone?
Silver thinks cloned children will not have negative feelings about their birth. →p. 237 line 34 -37
(Haruka)
According to Silver, cloned children would not think so badly about how they were born to come to think it would have been better they were not born at all.
(Marie)
Text Pages 20-21 The Cloning of Adults
26. DISCUSSION: What is your reaction to some of the questions Silver raises on Text page 21, lines 6-32?
Q. line7 - I think they should not have cloned children because they have the ability to make babies. And if they want to clone children to make good own donors, I cannot accept that idea.
Q. line 17 - I can understand an individuals desire to be a single parent, but overall it is not desirable idea.
Q. line 22 - I think that is quite few.
(Haruka)
Q. Would a fertile couple have any reason to clone?
I do not think so since there is no justified reason to make a cloned child as Silver said.
Q. What about single individuals who want to become single parents?
I disagree with this as well since in this case children are created as an investment for single parents and such children face the danger of being overprotected, and not treated as an independent person.
Q. How many people would actually want to clone themselves?
I think such people are few, but they are there.
Q Are all these people egomaniacs, as many have suggested in the media?
I do not think so, but I also cannot deny that these people may have characteristics similar to aspects egomaniacs.
(Marie)
27. How could cloning help infertile couples?
They can have babies by cloning. →p. 239 line 18-21
(Haruka)
In the case of heterosexual couples, as long as the female partner is able to carry a fetus to birth, they can have cloned babies in the exactly same way as Lesbian couples. (p. 238 line 33~36).
(Marie)
28. Does Silver think fertile couples would want to clone a child? Do you agree?
No. According to Silver, "For the vast majority, the answer would be no...couples will always want to produce a child that represents the ultimate consummation of their love for each other..." (p. 239 line 7-10)
I would not prefer to make a clone of myself if I have normal reproductive capacities.
(Hiroki)
For the vast majority, the anwer would be no. Instead, what most happily bonded couples have always wanted to do - and always will want to do - is to produce a child that represents the ultimate consummation of their love for each other.
(Sayaka)
No. What most happily bonded couples have always wanted to do is to produce a child. I strongly agree.
(Hisayuki)
29. How could cloning help someone to become a single parent? Do you think this is a good idea?
In the case of women, they can make their clone from skin cells and unfertilized eggs.
This is a process they are able to do on their own. On the other hand, men will need the help of surrogate mother to clone themselves. (p. 239 line 17- 21)
I can't agree with this idea because it not only contradicts the "natural way", but also there is inequality between men and women. Concerning sterile people, I cannot disagree completely with this idea.
(Hiroki)
Women, in particular, now have the power to do it all by themselves. They can combine one of their skin cells with one of their unfertilized eggs to be placed back into their own uterus to develop into their cloned child. Men, of course, could clone themselves only through the services of a surrogate mother.
(Sayaka)
Woman can combine one of their skin cells with one of their unfertilized eggs to be placed back into their own uterus. On the other hand, men can also clone themselves only through the services of a surrogate mother. I don't think this is a good idea because a single parent is not enough to raise a child.
(Hisayuki)
Text Pages 21-24 Jennifer and Rachel
30. Read the story of Jennifer and Rachel. What effect would cloning have on our concepts of ‘parents’,
‘children’ and ‘siblings’ etc.?
According to a single act of cloning, we are forced to reconsider the meaning of parents, children, and siblings, and how they relate to one another. For example, to think naturally, Jeniffer and Rachel are parent and child. But to think genetically, they are twins and the real parents of Rachel are her grandparents. Furthurmore, her children will also be her mother's children. We can see conflict with traditional understandings of parental relationships in this case. (p. 239 line 34 - p. 242 line14]
(Hiroki)
If a single person clones her/himself, then she/he and their child are, in genetic terms, twins. It cause problems. For example, a cloned child's children will also be her/his mother's/father's children.
(Hisayuki)
Text Pages 24-27 Is Cloning Wrong?
31. Dr. Callahan argued that cloned children would lose the right to have their own identity. What is Silver’s response to this argument?
Silver does not think the "right" to an identity has been granted by nature- identical twins are born every day as natural clones of each other.
(Shoji)
Silver thinks Callahan's idea is contradictory because Callahan disagrees with the creation of clones even though he would accept that identical twins are natural clones of each other.
(Emiko)
Silver predicts that Dr. Callahan would likely argue that just "because twins occur naturally does not mean we should create them on purpose" (p. 242, line 26).
(Mizuki)
32. Dr. Callahan argued that a cloned child would be harmed by the knowledge of future health problems. What is Silver’s response to this argument?
Silver thinks that knowing about your probable future health is not harmful. He states that not only cloned people but any individual can know about their future health as genetic knowledge and technology becomes increasingly sophisticated.
(Emiko)
In Dr. Callahan's argument, it is unfair for Rachel to know about her life through her mother. Silver argues that not only cloned children, but all children inherit their parents' genes, so Rachel's life will not necessarily turn out the same way as her mother's. Therefore, it is not so unfair. In addition, it will become possible for any human being to learn even more about their genetic future than Rachel can learn from Jennifer's past". (p. 243, line 5)
(Mizuki)
Many children have the same sense of the future possibillities through the genes of their parents as would cloned children.
(Shoji)
33. Discuss the questions raised by Silver in lines 28-34, text page 25.
In my opinion, it is difficult to make one complete answer to Silver's questions. I think that many people oppose the practice of cloning, but children born using cloning technology will have committed no crime. These children will most certainly be loved by their parents and they will live happily ever after. Thus, cloning is not always wrong, it may be just one other way to have a baby. However, of course this argument rests on the premise that cloning technology is perfect, and does not cause any physical harm to the child or parent(s).
(Mizuki)
Having a sense of the future is only a factor. Genetically identical parents might have higher expectations of their children than normal parents.
(Shoji)
I think Silver puts the problem of cloning into the problem of welfare for children, but it should be considered separately.
The reason that many politicians care so much about cloning is they fear the influence on peoples' minds. If cloning technology is permitted, everything might be possible to do for any people. At least, many politicians might think so. OJ: This part needs reviewing, it is not clear. For that reason, I think most of politicians tend to see the negative points of cloning.
(Emiko)
34. What is a religious objection to cloning?
Cloning leaves God out of the process of human creation.
(Sachiko) (Risa)
35. What are the arguments that cloning will harm society?
Since the continued interaction of genes is important in humankind's process, cloning's identicality would restrict evolution.
(Sachiko)
Cloning's identicality would limit evolution because the continued interplay of genes is essential to humankind's progress.
(Risa)
36. How does Silver counter this argument?
According to Silver, on practical grounds, even if cloning becomes popular, the number of cloned children would be small. Also, on theoretical grounds, humankind's progress is not related to unfettered evolution because humankind's evolution is always unpredictable and not necessarily upward bound.
(Sachiko)
In addition to Sachiko's idea, Silver also says that cloning doesn't mean all of the baby clones is the same individual.
(Risa)
Text Pages 27-33
37. How would people’s right to choose to reproduce be threatened by cloning?
Because a clone can be created from only one cell no matter who it was taken from. It means that if one cell was stolen, a clone of that person can be created without their knowledge or consent.
(Tsutomu)
In addition to the above, if children of clones make clones of themselves, their parents will have more children clones of of themselves (sisters/brothers), even if they do not agree.
(Ayumi)
With a single cell taken from anywhere on a person, a clone can be made.
(Kazuya)
38. Does Silver think people will try to clone famous people, or people in general without their consent?
No, most people want to have their own child, not by cloning. But he admits some heartless mother (and/or father) may want a clone of someone famous to make money.
(Masataka)
Silver thinks there is no meaningful reason to make the clone of a famous person. People, generally, who want to use cloning will want quality genes. And if there are parents who want their children to have good genes, they would be able to choose the donor with consent. Moreover, cloning famous people for money is not efficient because it may take a long time before the gamble pays off, if it does at all.
(Keiichiro)
No, Silver thinks people will be able to reach their reproductive goals by cloning someone who is not famous - with their consent.
(Emiko)
39. How could cloning help people through tissue regeneration?
People who have insufficient or damaged cells can have healthy cells through tissue regeneration. For example, people who have burnt body can recover health through tisssue regeneration. →P２４９L３１
（Haruka)
By converting one cell into a brand-new embyo, we could get ES cells which can be expanded into mass of undifferentiated tissue of any size that is needed, then converted into the particular tissue required, e.g. heart, lung, kidney.
(Risa)
40. What is genetic engineering?
Genetic engineering is the process by which scientists eliminate or add genetic material in the embryo to let the individual be born with characteristics which he or she would not have had otherwise.
(Sachiko)
It is the process by which scientists alter or add specific genes to the genetic material present in the embryo so that an individual could be born with characteristics that he / she would not have had otherwise.
(Hisayuki)
41. Why has genetic engineering not been applied to humans?
Because of the incredible inefficiency of genetic engineering technology. With the simplest technique for adding genes to embryos, the success rate is 50% at best, and this is accompanied by a 5% risk of inducing disease-causing mutations in the animal that is born. (p. 250 line 20-23)
(Hiroki)
Genetic engineering has a low rate of success and more sophisticated techniques are needed than currently available. (p. 250 line 29)
(Mizuki)
There is the problem of gene structure itself and because genetic engineering technology has not been advanced enough.
(Kenji)
42. Cloning could help genetic engineering be applied to humans. Do you agree that genetic engineering should be used in humans?
Do not agree. Using genetic engineering will make human life meaningless.
(Shoji) OJ: Support your idea with good reasons.
I agree because genetic engineering will enable us to have new medical treatments. Of course, before we use genetic engineering we should discuss the ethical problems first.
(Ayaka)
I do not agree with the use of genetic engineering, particularly in the area of food technology because the technology is very new and insufficient research has been done by scientists so far. The economic terms best practice and guarantee should be applied to genetic engineering. Best practice means that people who engage with particular technology should make their best effort to provide the best technology for the public. On the other hand, guarantee means that people who use the technology should make their best effort to give quality service to the public. In my view, genetic engineering, especially the GM foods industry, should follow the principles of best practice and guarantee because it is a very important area of technology for human life.
(Sayaka)
Silver Comprehension Questions
(ELP Reader 2006)
Text Pages 1-3 From Science to Reality1 a) What was the public reaction to the birth of Dolly?
People could not help talking about this event everywhere and afterwards most people took objection to human cloning.
(Keiichiro)
People were so surprised and interested that they could not stop talking about this event.
(Kazuya)
(Keiichiro)
People were so surprised and interested that they could not stop talking about this event.
(Kazuya)
This story attracted worldwide attention through the media and people kept talking about it for some time. After that, many people, including some highbrows, began to criticize cloning.
(Masataka)
1b) Does Silver think that the cloning used for animals can be applied to humans?
Yes, Silver thinks it is possible cloning will be transferred to human cells, the equipment and facilities to carry it out is available and there are enough excellent personnel to do it.
(Masataka)
Silver thinks it is not difficult, the particular equipment and facilities are already available.
(Keiichiro)
Yes, Silver thinks it is very possible, the proper equipment and facilities are available.
(Kazuya)
Text Pages 3-6 From Plants to Tadpoles, but Not Mice
2. What is the “critical defining characteristic” of a cloned individual?
A clone is genetically identical to the hereditary cell or organism from which it is derived, as well as to any other clones derived from the same forebear.
(Masataka)
One's clone inherited cell and organization is genetically the same as other clones that derive from the same ancestor.
(Keiichiro)
Generically same cell or organism as ancestor from which it came.
(Kazuya)
3. Why are animal cells more difficult to clone than plant cells?
Plant cells are more suitable for cloning than animal cells because of their structure.
(Kenji)
Plants cells are much more flexible than animal cells in terms of their development potential.
(Ayaka)
4. Why does Silver think Gurdon’s research failed?
The success rate of Gurdon's experiment was low because of problems with equipment and technology.
(Kenji)
Silver thought it was a consequence of primitive equipment and available technology.
(Ayaka)
5. Why did scientists think Gurdon’s research failed?
Mother nature.
(Kenji)
Because of an almost religious thinking that cloning was against the laws of nature.
(Ayaka)
Text Pages 6-8 Cloning Enters Public Culture
6. Discuss the Toffler quotation on Text Page 6.
(Ayumi)
It seems to me that it to make biological carbon copies of oneself is not a fantastic idea at all. First of all, most people will not like to create their copy, as Silver mentioned later.
(Ayumi)
I think this opinion is pointless. Why would we want to make our copies only to know ourselves? What we do to the copies after we know ourselves? What about the Human rights of the copies?
(Tsutomu)
7. How did cloning enter public culture in the 1970’s and 80’s?
In 1970's and 1980's, cloning spread into popular culture through movies, television shows, and science fiction novels.
(Ayumi)
Cloning entered pubilc culture in the 1970's and 80's by media such as movies, TV programs, and science fiction novels.
(Tsutomu)
8. What event in the 1990’s created even greater awareness of cloning?
A report that two George Washington University scientists, Jerry Hall and Robert Stillman, had "cloned human embryos."
(Ayumi)
Jerry Hall and Robert Stillman who are scientists in Geroge Washington University, had "cloned human embryos."
(Tsutomu)
9. What was the public reaction to this research and why was it so strong?
The Vatican, Jeremy Rifkin, and the European Parliament criticized cloning. The European Parliament declared cloning is unethical, morally repugnant, contrary to respect for the person, and a grave violation of fundamental human rights.
(Haruka)
From various political corners, the Vatican, and Jeremy Rifikin , severe criticisms were offered. The European Parliament banned cloning, declaring that it was contrary to morality, ethics, and a serious offence of basic human rights.
(Marie)
Text Pages 8-10 From Sheep to People
10. What evidence does Silver present that suggests that human cloning will be possible?
Evidence that human cloning will be possible is that Dolly could be cloned and because "embryos of all mammals undergo early development in a very similar way" (p. 226 line 15).
(Haruka)
The fact that embryos of all mammals follow similar development, therefore the cloning of Dolly means that human cloning is also possible.
(Marie)
11. What is a basic medical principle that needs to be considered before the use of cloning is approved for use with humans?
"A basic principle of medical ethics is that doctors should not perform any procedure on human subjects if the risk of harm is greater than the benefit that might be achieved" (p. 227 line 1).
(Hiroki)
A basic principle of medical ethics is that doctors should not perform any procedure on human subjects if the risk of harm is greater than the benefit that might be achieved.
(Sayaka)
A basic principle of medical ethics is that doctors should not perform any procedure on human subjects if the risk of harm is greater than the benefit that might be achieved.
(Hisayuki)
12. How did the media report the birth of Dolly in a negative way?
"Many of the media reports that described the birth of Dolly emphasized the fact that the success rate was only 1/277 tries" (p. 227 line 7).
(Hiroki)
Many of the media reports that described the birth of Dolly emphasized the fact that the success rate was only 1 in 277 "tries."
(Sayaka)
Many of the media reports that described the birth of Dolly emphasized the fact that the success rate was only 1 in 277 "tries."
(Hisayuki)
13. Some genetic problems in humans occur when extra copies of a gene are passed on, or when a child receives a mutant gene from both parents. Are these more likely to occur with cloning?
No. According to Silver, "With Cloning, there is the same low probability of a new mutation in the genetic material brought in with the donor nucleus." (p. 227 line 34-)
(Hiroki)
In fact, there is no scientific basis for the belief that cloned children will be any more prone to genetic problems than naturally conceived children.
(Sayaka)
No. According to Silver, what all of these comparisons suggest is that berth defects in cloned children could occur less frequently than birth defects in naturally conceived children. (p. 227 line 37)
(Hisayuki)
14. What further research is necessary to see if cloned animals are as healthy as other animals?
It is necessary to research whether cloning effects the health of experimental animals.
(Emiko)
It should research the life span of small cloned animals like mice because they have a naturally short life.
(Shoji)
Research should investigate the effects on the health and life span of animals.
(Mizuki)
Text Pages 10-15 Cloning Misperceptions
15. According to Silver, why are people frightened of cloning technology?
The main reason is that people have a muddled sense of what cloning is, and another reason is that peoples' ideas are based on the notion that a clone is an imperfect imitation of the real thing.
(Emiko)
Same as above.
(Shoji)
There are two reasons. First, many people don't know the exact meaning of cloning, and also they misunderstand that cloning means to copy a persons' body and consciousness. Second, most people think that a clone is an imperfect imitation of the real thing. Additionally, these misunderstandings are shown and reinforced by some popular movies and novels.
(Mizuki)
***IMPORTANT QUESTION*** 16. How is life in “the general sense” different from life in “the special sense”?
OJ: Answer is missing.
17. In Huxley’s Brave New World, how would clones be used for social stability?
In Huxley's Brave New World, clones would be used as an instrument of social stability, because it was possible to obtain "standard men and women; in uniform batches."
(Sachiko)
By cloning people, an army of powerful soldiers, docile factory workers and people with great minds would be produced.
(Risa)
18. Why does Silver think governments will not chose to clone people for:
Social stability:
For social ability, only an extremely controlling totalitarian state could force women to act as surrogate mothers for babies that would be raised by the state.
(Sachiko)
Because the enslavement of women who bear the babies is unlikely to happen.
Making soldiers:
If the government is able to clone people, it can also develop more high-tech weapons of destruction. Thus, in this case, it is not important to clone muscular and strong soldiers because high-tech weapons are even stronger and more destructive.
(Sachiko)
Because if a govenment could clone people, they could also create a stronger army by developing high-tech weapons rather than developing an army of cloned soldiers.
(Risa)
Making factory workers:
Since most societies have enough factory workers, cloning of factory workers is not necessary.
(Sachiko)
It is not needed because there are enough workers in many societies.
(Risa)
Producing people with great minds:
The way the government choose the progenitor and what would happen during the twenty years for such clones to mature is not clear. To develop public education is the better way to produce great minds.
(Sachiko)
How a government would decide on the individuals with superior characteristics is extremely problematic.
(Risa)
19. Even if a powerful group did clone the leader, why does Silver think that such children would not become leaders in the future?
Because those cloned children would be raised by different people and the people around them may not respond to them as the people around the original person did.
(Sachiko) (Risa)
Text Pages 15-20 The Cloning of Children
20. What happened to Anissa and how did the parents choose to save her life?
Anissa was diagnosed with a serious disease and her parents searched for a donor, but they could not find a donor. So her mother Mary decided to have another child who could provide Anissa with the needed bone marrow.
(Masataka)
She fell to the disease called myelogenous leukemia. It causes cancer of blood stem cells which would bring about her death slowly. After failing to find a bone marrow donor in spite of their frantic search, her parents decided to try to save Anissa`s life by having another baby.
(Keiichiro)
21. How could Anissa have been saved with cloning technology?
If Anissa's parents used a skin cell from Anissa's body when they constructed a new embryo, they could have another child who would be a perfect match for Anissa.
(Masataka)
By using Anissa`s skin cells for constructing a new embryo that would become a perfect match donor for her.
(Keiichiro)
22. What was the reaction of some bioethicists to what Anissa’s parents did?
Some bioethicists disagreed with the decision Anissa's parents made from different aspects of ethics and human morality.
(Kenji)
Some bioethicists criticized Anissa's parents for what they had done, claiming her parents treated Marissa as an object.
(Ayaka)
Some bioethicists condemned the conduct of Anissa's parents because they believed that Anissa's parents looked upon Marissa as an object, not a human being.
(Numacchi)
23. What is Silver’s response to this reaction?
Silver shows understanding of the actions of Anissa's parents and disagrees with arguments different bioethicists gave.
(Kenji)
Silver thinks that it is absurd to critisize only Anissa's parents.
(Ayaka)
Silver thinks there are acceptable reasons for the conduct of Anissa's parents.
(Numacchi)
24. What are two more examples of the use of cloning to have a family? Do you agree with these?
a) A mother who is unable to have more children loses her children in an accident, and later discovers the existence of frozen cells of her dead babies.
(Ayumi)
b) Couples who become sterile after having one healthy child want to have another child by cloning.
(Ayumi)
(opinion)
It seems to me that both cases are unacceptable because they had opportunity to have babies. If we allow cloning in these cases like (a), parents will lament the children's death no more.
(Ayumi)
Opinon
I think the first example is acceptable because there no other way to have their gentically related children. And if I were in their situation, I would desire a child even if they were cloned.
(Tsutomu)
25. How does Silver think a cloned child will feel when they grow up and discover that they are a clone?
Silver thinks cloned children will not have negative feelings about their birth. →p. 237 line 34 -37
(Haruka)
According to Silver, cloned children would not think so badly about how they were born to come to think it would have been better they were not born at all.
(Marie)
Text Pages 20-21 The Cloning of Adults
26. DISCUSSION: What is your reaction to some of the questions Silver raises on Text page 21, lines 6-32?
Q. line7 - I think they should not have cloned children because they have the ability to make babies. And if they want to clone children to make good own donors, I cannot accept that idea.
Q. line 17 - I can understand an individuals desire to be a single parent, but overall it is not desirable idea.
Q. line 22 - I think that is quite few.
(Haruka)
Q. Would a fertile couple have any reason to clone?
I do not think so since there is no justified reason to make a cloned child as Silver said.
Q. What about single individuals who want to become single parents?
I disagree with this as well since in this case children are created as an investment for single parents and such children face the danger of being overprotected, and not treated as an independent person.
Q. How many people would actually want to clone themselves?
I think such people are few, but they are there.
Q Are all these people egomaniacs, as many have suggested in the media?
I do not think so, but I also cannot deny that these people may have characteristics similar to aspects egomaniacs.
(Marie)
27. How could cloning help infertile couples?
They can have babies by cloning. →p. 239 line 18-21
(Haruka)
In the case of heterosexual couples, as long as the female partner is able to carry a fetus to birth, they can have cloned babies in the exactly same way as Lesbian couples. (p. 238 line 33~36).
(Marie)
28. Does Silver think fertile couples would want to clone a child? Do you agree?
No. According to Silver, "For the vast majority, the answer would be no...couples will always want to produce a child that represents the ultimate consummation of their love for each other..." (p. 239 line 7-10)
I would not prefer to make a clone of myself if I have normal reproductive capacities.
(Hiroki)
For the vast majority, the anwer would be no. Instead, what most happily bonded couples have always wanted to do - and always will want to do - is to produce a child that represents the ultimate consummation of their love for each other.
(Sayaka)
No. What most happily bonded couples have always wanted to do is to produce a child. I strongly agree.
(Hisayuki)
29. How could cloning help someone to become a single parent? Do you think this is a good idea?
In the case of women, they can make their clone from skin cells and unfertilized eggs.
This is a process they are able to do on their own. On the other hand, men will need the help of surrogate mother to clone themselves. (p. 239 line 17- 21)
I can't agree with this idea because it not only contradicts the "natural way", but also there is inequality between men and women. Concerning sterile people, I cannot disagree completely with this idea.
(Hiroki)
Women, in particular, now have the power to do it all by themselves. They can combine one of their skin cells with one of their unfertilized eggs to be placed back into their own uterus to develop into their cloned child. Men, of course, could clone themselves only through the services of a surrogate mother.
(Sayaka)
Woman can combine one of their skin cells with one of their unfertilized eggs to be placed back into their own uterus. On the other hand, men can also clone themselves only through the services of a surrogate mother. I don't think this is a good idea because a single parent is not enough to raise a child.
(Hisayuki)
Text Pages 21-24 Jennifer and Rachel
30. Read the story of Jennifer and Rachel. What effect would cloning have on our concepts of ‘parents’,
‘children’ and ‘siblings’ etc.?
According to a single act of cloning, we are forced to reconsider the meaning of parents, children, and siblings, and how they relate to one another. For example, to think naturally, Jeniffer and Rachel are parent and child. But to think genetically, they are twins and the real parents of Rachel are her grandparents. Furthurmore, her children will also be her mother's children. We can see conflict with traditional understandings of parental relationships in this case. (p. 239 line 34 - p. 242 line14]
(Hiroki)
If a single person clones her/himself, then she/he and their child are, in genetic terms, twins. It cause problems. For example, a cloned child's children will also be her/his mother's/father's children.
(Hisayuki)
Text Pages 24-27 Is Cloning Wrong?
31. Dr. Callahan argued that cloned children would lose the right to have their own identity. What is Silver’s response to this argument?
Silver does not think the "right" to an identity has been granted by nature- identical twins are born every day as natural clones of each other.
(Shoji)
Silver thinks Callahan's idea is contradictory because Callahan disagrees with the creation of clones even though he would accept that identical twins are natural clones of each other.
(Emiko)
Silver predicts that Dr. Callahan would likely argue that just "because twins occur naturally does not mean we should create them on purpose" (p. 242, line 26).
(Mizuki)
32. Dr. Callahan argued that a cloned child would be harmed by the knowledge of future health problems. What is Silver’s response to this argument?
Silver thinks that knowing about your probable future health is not harmful. He states that not only cloned people but any individual can know about their future health as genetic knowledge and technology becomes increasingly sophisticated.
(Emiko)
In Dr. Callahan's argument, it is unfair for Rachel to know about her life through her mother. Silver argues that not only cloned children, but all children inherit their parents' genes, so Rachel's life will not necessarily turn out the same way as her mother's. Therefore, it is not so unfair. In addition, it will become possible for any human being to learn even more about their genetic future than Rachel can learn from Jennifer's past". (p. 243, line 5)
(Mizuki)
Many children have the same sense of the future possibillities through the genes of their parents as would cloned children.
(Shoji)
33. Discuss the questions raised by Silver in lines 28-34, text page 25.
In my opinion, it is difficult to make one complete answer to Silver's questions. I think that many people oppose the practice of cloning, but children born using cloning technology will have committed no crime. These children will most certainly be loved by their parents and they will live happily ever after. Thus, cloning is not always wrong, it may be just one other way to have a baby. However, of course this argument rests on the premise that cloning technology is perfect, and does not cause any physical harm to the child or parent(s).
(Mizuki)
Having a sense of the future is only a factor. Genetically identical parents might have higher expectations of their children than normal parents.
(Shoji)
I think Silver puts the problem of cloning into the problem of welfare for children, but it should be considered separately.
The reason that many politicians care so much about cloning is they fear the influence on peoples' minds. If cloning technology is permitted, everything might be possible to do for any people. At least, many politicians might think so. OJ: This part needs reviewing, it is not clear. For that reason, I think most of politicians tend to see the negative points of cloning.
(Emiko)
34. What is a religious objection to cloning?
Cloning leaves God out of the process of human creation.
(Sachiko) (Risa)
35. What are the arguments that cloning will harm society?
Since the continued interaction of genes is important in humankind's process, cloning's identicality would restrict evolution.
(Sachiko)
Cloning's identicality would limit evolution because the continued interplay of genes is essential to humankind's progress.
(Risa)
36. How does Silver counter this argument?
According to Silver, on practical grounds, even if cloning becomes popular, the number of cloned children would be small. Also, on theoretical grounds, humankind's progress is not related to unfettered evolution because humankind's evolution is always unpredictable and not necessarily upward bound.
(Sachiko)
In addition to Sachiko's idea, Silver also says that cloning doesn't mean all of the baby clones is the same individual.
(Risa)
Text Pages 27-33
37. How would people’s right to choose to reproduce be threatened by cloning?
Because a clone can be created from only one cell no matter who it was taken from. It means that if one cell was stolen, a clone of that person can be created without their knowledge or consent.
(Tsutomu)
In addition to the above, if children of clones make clones of themselves, their parents will have more children clones of of themselves (sisters/brothers), even if they do not agree.
(Ayumi)
With a single cell taken from anywhere on a person, a clone can be made.
(Kazuya)
38. Does Silver think people will try to clone famous people, or people in general without their consent?
No, most people want to have their own child, not by cloning. But he admits some heartless mother (and/or father) may want a clone of someone famous to make money.
(Masataka)
Silver thinks there is no meaningful reason to make the clone of a famous person. People, generally, who want to use cloning will want quality genes. And if there are parents who want their children to have good genes, they would be able to choose the donor with consent. Moreover, cloning famous people for money is not efficient because it may take a long time before the gamble pays off, if it does at all.
(Keiichiro)
No, Silver thinks people will be able to reach their reproductive goals by cloning someone who is not famous - with their consent.
(Emiko)
39. How could cloning help people through tissue regeneration?
People who have insufficient or damaged cells can have healthy cells through tissue regeneration. For example, people who have burnt body can recover health through tisssue regeneration. →P２４９L３１
（Haruka)
By converting one cell into a brand-new embyo, we could get ES cells which can be expanded into mass of undifferentiated tissue of any size that is needed, then converted into the particular tissue required, e.g. heart, lung, kidney.
(Risa)
40. What is genetic engineering?
Genetic engineering is the process by which scientists eliminate or add genetic material in the embryo to let the individual be born with characteristics which he or she would not have had otherwise.
(Sachiko)
It is the process by which scientists alter or add specific genes to the genetic material present in the embryo so that an individual could be born with characteristics that he / she would not have had otherwise.
(Hisayuki)
41. Why has genetic engineering not been applied to humans?
Because of the incredible inefficiency of genetic engineering technology. With the simplest technique for adding genes to embryos, the success rate is 50% at best, and this is accompanied by a 5% risk of inducing disease-causing mutations in the animal that is born. (p. 250 line 20-23)
(Hiroki)
Genetic engineering has a low rate of success and more sophisticated techniques are needed than currently available. (p. 250 line 29)
(Mizuki)
There is the problem of gene structure itself and because genetic engineering technology has not been advanced enough.
(Kenji)
42. Cloning could help genetic engineering be applied to humans. Do you agree that genetic engineering should be used in humans?
Do not agree. Using genetic engineering will make human life meaningless.
(Shoji) OJ: Support your idea with good reasons.
I agree because genetic engineering will enable us to have new medical treatments. Of course, before we use genetic engineering we should discuss the ethical problems first.
(Ayaka)
I do not agree with the use of genetic engineering, particularly in the area of food technology because the technology is very new and insufficient research has been done by scientists so far. The economic terms best practice and guarantee should be applied to genetic engineering. Best practice means that people who engage with particular technology should make their best effort to provide the best technology for the public. On the other hand, guarantee means that people who use the technology should make their best effort to give quality service to the public. In my view, genetic engineering, especially the GM foods industry, should follow the principles of best practice and guarantee because it is a very important area of technology for human life.
(Sayaka)
Subscribe to:
Posts (Atom)
