ARW: Bioethics & Visions of the Future

ARW Information: BF Bioethics PWT

2009-02-12T23:32:00.001-08:00

Dear Class,

After class today, I checked the program results for the first PWT this semester (4 paragraph answers) on Bioethics. Here is what I found out:

BF av. = 44.90

BF ranking = #1 Program B (/12 sections) & #1 All ELP (/24 sections).

Prog. A av. = 35.84

Prog B av. = 39.11

That is super - I think this points to your great dedication & organisation & use of time.

Really well done,

Owen.

ARW Information: Essay #2 resubmission process

2009-02-12T22:49:00.001-08:00

Dear Class,

Here are the basic requirements to follow in order to resubmit:

1. Review teacher's comments/markings very carefully.

2. Rewrite.

3. Sign up for tutorial (Go to your ICU email inbox)

**Recommended re-submitters**: Friday 2/13 too early. Maybe Monday. Wednesday is best. Friday 2/20 too late.

4. Bring to tutorial

a) New draft

b) Original paper, with corrections highlighted.

c) Your new questions and ideas.

5. Revise/Rewrite

6. Submit Friday 2/20 by hand or Owen's ILC mailbox.

Clip together: a) Final Paper & b) Original paper, with corrections highlighted (required, not optional)

Please contact me (M-F, 9-5) if you have any questions or concerns.

Thank you,

Owen.

ARW Information: Monday's presentation times

2009-01-29T20:25:00.001-08:00

Dear Class,

Here are our times for Monday, including a back up plan if needed:

Winter Project

10.10 - 10:25 Group 3, Tetsuro (Shodai)

10:25 - 10:40 Group 3, Shodai (Noyuri)

10:40 - 10:55 Misa, Noyuri (Daichi - Wagar)

Evaluation Forms

Wagar

11:00 - 11:10 Seiko, Ryo, Daichi, Ayaka

Evaluation Forms

Have a great weekend,

Owen.

ARW Information: Times for Wednesday

2009-01-26T18:37:00.001-08:00

Dear Class,

These are the times for tomorrow:

10.10 - 10.20 Wagar Class Discussions: Noyuri, Shodai, Kazuto, Arisa, Tetsuro, Haruka.

(I will distribute evaluation forms) Submit your visual aids, discussion questions, & sample answers.

10.30 - 10.45 WP Essay #2: Seiko, Kazuto, Daichi, Group 1: Kenji & Kento (20 mins)

(I will distribute evaluation forms) Submit your visual aids, etc.

10.50 Return third drafts Essay #2.

10.55 Early finish/brief tutorials on Essay #2 (I am still not feeling well, but hopefully I will be feeling better by tomorrow).

In addition, following are some policies and principles you should keep in mind for this busy cycle of WPs and Class Discussions:

1. Punctuality. It is easy to lose concentration and time when someone arrives late and disrupts your session. Always do your best to arrive before class begins.

2. Attendance. Your classmates are central to the success of your session. And it is a simple courtesy to attend classmates sessions. Classmates need to know they can rely on you.

Thank you,

Owen.

ARW Information: Homework 1/23 - two general reminders

2009-01-22T22:49:00.001-08:00

Dear BF,

After just checking today the preparation of today's session leaders on Wagar, I want to confirm with you that the instructions do call for:

3 discussion questions
Your sample answers on the back of the visual for each question

Also, as we head into a very busy week of WP Essay #2 sessions and Wagar sessions, a piece of general advice is to think of your visuals as information you can talk about,

not information (in words) to be read. If you find yourself reading your visuals, it almost certainly means that they are not visual enough. Visuals are mostly being done very well, however, this might help you make your visuals even more visual.

Bye for now,

Owen.

ARW Information: Final Papers

2008-02-25T21:29:00.001-08:00

Dear BA,

Many very well developed Final Papers were submitted. A good number of students in the class have made some very good progress with their writing this semester. Your paper is now available for pick up from your ILC mailbox.

Enjoy a well earned break and I look forward to seeing you next AY year.

Owen

ARW Information: Final Paper & final class

2008-02-18T23:00:00.001-08:00

Dear BA,

I think that our final class tomorrow will be about 20 minutes long. Please plan your day tomorrow based on that shortened time.

From Course Information and Assignments, these details confirm the requirements for your essay:

Final submission. Your completed assignment will have: 800-1000 words. MLA style. 6+ sources. Student Information. Title. Final Draft. Works Cited. Times Roman or Times New Roman. 12pt. 1.5 spacing. Please see the sample essay (you do not need to include an Outline).

Please note: The Weeks 7-10 Timetable also calls for you to hand in your Full Draft as well as your Final Paper.

Thank you, see you tomorrow, Owen.

ARW Information: PWT Wagar Study Guide One

2008-02-13T00:18:00.001-08:00

Dear BA,

Your Study Guide One is checked and I think all your efforts should be of great assistance to you in your preparations.

Plan & prepare well & you will create your own good luck.

Best,

Owen

PWT Wagar: The criteria that will be used to score your answer

2008-02-11T20:31:00.000-08:00

PWT Wagar: The criteria that will be used to score your answer

Answers the question: YES NO (If ‘No’, scores 0 for both parts)

Responsiveness & Understanding

6-7 You show clear understanding and provide sufficient reasons and examples.

4-5 You show understanding, but some of your reasons or examples may not be relevant or they may need developing.

2-3 You show partial understanding. You need to give more reasons or examples, or you need to make your reasons and examples more relevant.

0-1 Your response is severely underdeveloped or irrelevant.

Writing

3 Highly comprehensible and well written.

2 Comprehensible, but problems with one of the following: a bridging sentence, unity, transitions, vocabulary, grammar, paragraph format, sufficient quantity.

1 Comprehensible, but problems with 2 – 3 of the following: a bridging sentence, unity, transitions, vocabulary, grammar, paragraph format, sufficient quantity.

0 Incomprehensible and/or insufficient.

TOTAL

ARW Information: Your role at tutorials

2008-02-11T20:24:00.001-08:00

Dear BA,

I think everyone should take a tutorial on their Full Draft. The Weeks 7-10 timetable includes five (5) tutorial sessions, which is enough time to accommodate everyone. Tutorials on Friday and next Monday will be held in class time, which means that there is no formal class and this time is available for you to work on developing your essays to Final Paper standard - that is, your very best. We will organise tutorial sessions 2-5 in class tomorrow.

I am very keen for you to "lead" your tutorial. You should come prepared with questions and ideas. It might be a good idea to even write a list of things you want to discuss. The role I am describing for you is explained in more detail in SGW p.7. The comments and corrections on your paper represent my turn in the conversation and your tutorial is your opportunity to continue the conversation. Please do not come expecting to sit and listen.

For now then, Owen.

ARW Information: Class location for Tuesday, Period One.

2008-02-09T22:50:00.001-08:00

Dear BA,

I completely overlooked booking a classroom for Tuesday, but usually there are lots of classrooms available Period One. On Tuesday morning, please go to H-Kan, up to the 3rd Floor common area and our classroom number will be displayed on a temporary sign.

I have updated the Weeks 7-10 Timetable with this detail & it will be updated again tomorrow, and it should continue to be updated regularly. The timetable is now listed on the left under Course Links. Have you checked the Homepage recently?

We have ten Wagar Class Discussions sessions on Tuesday and this is an earlier start for ARW than usual, but please try to arrive early (by 8.45) to support your classmates who will be leading sessions.

Bye for now, Owen.

ARW Information: Knowing exactly what to do the next few days

2008-02-06T00:42:00.001-08:00

Dear BA,

Rushing right now, but a couple of quick points important for the next few days:

A 2/6 updated version of the WP timetable is available here and on the ARW Homepage and it does include changes that effect individuals, groups, and the whole class regarding the *Essay, *Winter Project, *when we have next class, and *Wagar Class Discussions.

The timetable calls for PWT homework, please go to the DIY BA Wagar Study Guide to answer your questions. Do try your best for your classmates, and then together the class will create something really useful for each of you individually, and of course it is a lot less work than having to answer all the questions by yourself.

Thank you very much to presenters today for all your hard work to make the content of your sessions interesting and for practicing to make it easy to understand you.

Finally, do please always check the timetable on the Homepage so you know you are always working with latest version.

See you on Tuesday, bright and early!

Owen

BA: WP timetable & other

2008-02-03T22:51:00.001-08:00

Dear BA,

An updated version of the WP timetable is available here and on the ARW Homepage and it does include changes that effect individuals and groups.

Thank you very much to presenters today for all your hard work to make the content of your sessions interesting and for practicing to make it easy to understand you.

Participants, please all sit in a close group. It gives the session leaders confidence. It sends the message that you are interested in them and what they have to say.

Thank you,

Owen

WP Sessions Timetable

2008-02-03T18:18:00.000-08:00

Dear BA,

Here is a first attempt to organise the WP sessions.

Please let me know if you see any problems.

Thank you, Owen.

ARW Question: Will you use a computer?

2008-02-02T23:44:00.001-08:00

Dear Eri, Makiko, & Satomi,

Please let me know if you have decided to use a computer. This information lets me know if two or more groups can go at the same time. I can make the WP timetable as soon as you let me know, so please reply as soon as you can.

Thank you,

Owen.

ARW Request: Arrive early please

2008-02-02T23:29:00.001-08:00

Dear BA,

We will use two classrooms tomorrow as well as computers, so these things are likely to require everyone to arrive 5-10 minutes early tomorrow. Most students do arrive early anyway, so the critical thing is that everyone is early.

Thank you. See you then.

Owen

ARW Information: Timetable, First Draft, WP

2008-01-29T23:45:00.001-08:00

Dear BA,

I hope you had a productive time on your essay/WP today.

Here are four assorted things:

1. Timetable: This was changed a little today, please always check the Homepage version.

2. WP Groups 8-9: I checked your thesis statements today, please see my comments on your DIY Preparation Form.

These points develop points on the Timetable:

3. Essay First Draft: You need to print & bring B1, B2, B3, & the Conclusion on Friday. This is not a big thing, but if you leave some space at the top of the document, you can use that space when you write your Introduction in class.

4. WP: Please be sure your DIY Preparation Form is up to date before 9 am Friday, so that I have some time to review your progress and be able to assist you better in class.

Bye for now, Owen.

ARW Information: WP thesis statements

2008-01-29T00:11:00.001-08:00

Dear Class,

I have looked again at thesis statements for Groups 1-7. The thesis is the most important statement of your presentation, it controls key content and organisation of your ideas. Now some are better, however, some still have not been updated (as called for in homework last Friday, which is not good). To read my updated comments, please go to your DIY WP Preparation Forms.

Groups 8-9, I am sorry, I will check your thesis statements tomorrow.

Best, Owen.

ARW Information: BA Timetable Weeks 7-10

2008-01-27T23:50:00.002-08:00

Dear BA,

Click here to see the whole timetable. A scrollable version is below, but may be less easy to read.

It is very different!

Please let me know if you see any errors or possible problems. Thank you.

ARW Information: BA Timetable Weeks 7-10

2008-01-27T23:45:00.000-08:00

ARW Question: Your ideas and preferences for WP

2008-01-15T23:56:00.001-08:00

Dear BA,

I have what I think is a good idea for Winter Project. However, there are many, many other good ideas suitable for WP and I would like us to share many of the good ideas that exist within our class. The goal is to decide on a project that is both interesting to the whole class and useful to you individually in terms of improving your English and developing your knowledge of a particular topic. A WP can be almost any kind of oral presentation on any particular topic, individual or group. I would like each of you to answer the questions below to help us decide on the WP this semester. Simply click "Reply" and then write your answers below.

Please reply by Friday, 7.30 a.m.
------------------------------------------

Your name:
1. What topic would you like to do? It does not have to be related to ELP Reader topics, 'Biothethics' or 'Visions of the Future.'

(Please write your answer here)

2. Would you prefer everyone does the same topic, or are different topics OK?

(Your answer here)

3. Would you like to work by yourself, with a partner or in a small group?

(Your answer here)

4. How long should a WP presentation be?

(Your answer here)

ARW Information: Homework 1/11

2008-01-09T18:18:00.001-08:00

Dear BA,

This is just to remind you of a homework note from yesterday's class - you need to bring the most recent draft of your essay to class on Friday.

Thank you,

Owen.

ARW Information: BA Silver Study Guides

2008-01-09T03:06:00.001-08:00

Dear Class,

It is 8pm Wednesday and you can collect your Silver Study Guides from your ILC mailboxes. However, you might prefer to access them now on the DIY Textbook, here and here.
There may be some grammar errors I missed in trying to get the Comprehension Questions back to you quickly, but the accuracy of all the answers is reliable I believe. If you think you may be the first to receive this message, please text your classmates from your keitai. Thank you, I sure some of your classmates will want to do PWT study this evening and would really appreciate your message. Good luck to everyone, see you on Friday.

Owen.

ARW Bioethics: Silver Supplementary Readings

2008-01-06T17:54:00.000-08:00

1. November 14, 2007 Reading One
Primate Cloning Like Breaking the Sound Barrier
http://blog.wired.com/wiredscience/2007/11/primate-cloning.html

2. Reading Two: Stem Cell Breakthrough is Like Turning 'Lead in to Gold'
http://www.wired.com/medtech/stemcells/news/2007/11/skin_cell

3. November 19, 2007 Dolly Scientist Abandons Cloning
Intro to Reading Three
http://blog.wired.com/wiredscience/2007/11/dolly-designer.html
Reading Three
http://news.bbc.co.uk/2/hi/science/nature/7099758.stm

4. Novermber 20, 2007
Reading Four: Why You Should Believe the Latest Stem Cell Breakthroughs
http://blog.wired.com/wiredscience/2007/11/why-you-should.html

ARW set up: Register for Open Learning Network

2007-12-08T23:55:00.000-08:00

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.

ARW Information: Class Discussion - Instructions for Students

2007-12-04T16:20:00.000-08:00

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:

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.

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

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).

3. Discussion Questions
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.

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.

Tutorial Class Wednesday February 21 & Main Assignment

2007-02-18T23:21:00.001-08:00

Dear Class,

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.).

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.

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.

Homework Monday February 19

2007-02-17T17:58:00.000-08:00

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

Reference: Works Cited MLA Style - Pearson Education

Works Cited activity (PDF file)

Works Cited activity_answers (PDF file)

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.

Smith & Wagar class answers

2007-02-14T23:42:00.001-08:00

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

2007-02-14T19:29:00.000-08:00

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.).

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.

Best, Owen.

Evans' NP: Diamond's arguments about why societies fail, based on his book, "Collapse" (2005).

2007-02-06T21:33:00.000-08:00

o Definition

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: Japan
o Critique

Homework due Tuesday 13 & Wednesday 14 February

2007-02-06T15:34:00.001-08:00

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.

"Science finds-industry applies-man conforms." Yes? No?

2007-02-05T15:42:00.000-08:00

Homework due Wednesday 7 February

2007-02-04T16:08:00.001-08:00

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 .

Homework due Monday February 5

2007-02-01T23:38:00.001-08:00

Wagar

1. Read and annotate text pages 2-3
2. 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.

Homework due Friday February 2

2007-01-30T16:15:00.000-08:00

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

Correction to link to brainstorm of VOF essay topics

2007-01-28T23:35:00.001-08:00

Sorry, here is correct link to the brainstormed list of possible topics. Best, Owen.

Homework due Wednesday 29 January

2007-01-28T23:24:00.001-08:00

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

Feedback on Minor Assignment 7 - Works Cited

2007-01-22T00:16:00.001-08:00

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.

Homework due Wednesday 24 January

2007-01-21T15:30:00.000-08:00

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.

To sign up for an ARW tutorial

2007-01-19T20:56:00.001-08:00

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.

AE homework due Friday 19 January

2007-01-17T23:14:00.000-08:00

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

2007-01-17T22:58:00.001-08:00

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).

ARW tutorial class Wednesday, January 17

2007-01-15T21:42:00.001-08:00

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.

If you are really 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.

Best, Owen.

Feedback on your First Draft

2007-01-15T15:48:00.001-08:00

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.

Homework due Wednesday 17 January

2007-01-14T19:18:00.001-08:00

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:

Reference: Works Cited MLA Style - Pearson Education

Works Cited activity (PDF file)

Works Cited activity_answers (PDF file)

--------------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.'

Tutorials 15-17 January

2007-01-13T23:22:00.000-08:00

Dear Everyone: At this stage, with the full-length draft of your essay due on Friday, tutorials should be busy, busy, busy. Best, Owen.

Homework due Monday 15 January

2007-01-11T19:26:00.001-08:00

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.

Another perspective on bioethics: What do you think the message is?

2007-01-10T04:41:00.000-08:00

Homework Wednesday, January 10

2007-01-09T15:51:00.001-08:00

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.

Needing a tutorial this week?

2007-01-07T20:29:00.001-08:00

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.

About your ARW course for Winter 2006/7

2007-01-04T17:27:00.001-08:00

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.

PWT Preparation: AE Answers to Silver Comprehension Questions (from DIY)

2007-01-02T23:40:00.000-08:00

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

(ELP Reader 2006)

Text Pages 1-3 From Science to Reality

1 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)

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)

PWT Preparation: AG Answers to Silver Comprehension Questions (from DIY)

2007-01-02T19:02:00.000-08:00

Owen: These are mostly a very good 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.

AG Answers to Silver Comprehension Questions
(ELP Reader 2006)

Text Pages 1-3 From Science to Reality

1 a) What was the public reaction to the birth of Dolly?

People showed great interest in it (219).
(Mami) OJ: Public reaction was more complex than just basic interest - more detail needed.

Changed our conception of life forever.
(Keita) OJ: More explanation needed.

1b) Does Silver think that the cloning used for animals can be applied to humans?

Yes, he thinks the equipment and facilities are already common and easy to get (220).
(Mami)

yes.
(Keita)

Text Pages 3-6 From Plants to Tadpoles, but Not Mice

2. What is the “critical defining characteristic” of a cloned individual?

A cloned individual is genetically identical to the ancestor cell or organism, and to other clones of the same ancestor (221).
(Mami)

Genetically identical
(Keita)

3. Why are animal cells more difficult to clone than plant cells?

Because animal cells are much less flexible than plant cells in terms of their development potential (221).
(Mami)

Animal cells are much less flexible than plants.
(Ketia) OJ: Answers really need example(s).

4. Why does Silver think Gurdon’s research failed?

Because Silver thought Gurdon's failure was due to the primitive equipment and technology available at that time.
(Saori)

Silver thought Gurdon's success rate was extremely low as a consequence of the primitive equipment and technology available at that time.
(Yuri)

Silver thought that it was a consequence of the still primitive equipment and technology at that time.
(Hiroko)

5. Why did scientists think Gurdon’s research failed?

Gurgon failed because of mother nature: cloning is against basic biological principles.
(Saori)

Rather than blaming the technology, many scientists blamed mother nature.
(Yuri)

Other scientists blamed mother nature, assuming the existence of a basic principle of nature that cloning is biologically impossible.
(Hiroko)

Text Pages 6-8 Cloning Enters Public Culture

6. Discuss the Toffler quotation on Text Page 6.

He wrote that making biological carbon copies of oneself is fantastic. But I don't think so, because if there is my own clone, I will not feel good. Therefore, I don't think that his opinion isn't fantastic.
(Saori) OJ: Give a couple of reasons to support your point of view.

Toffer thought making that biological carbon copies of man is a fantastic possibility. In my opinion, although biological carbon copies might be useful for medical treatment, this would also raise serious moral questions.
(Hiroko)

7. How did cloning enter public culture in the 1970’s and 80’s?

By movies, television shows, and science fiction novels.
(Shun)

1970-1 book,1973-1 movie,1978-1 book,1 movie. In 80's- many movies, television shows, and science fiction novels.
(Tae Won)

By media information such as TV shows, movies, and novels.
(Misa)

8. What event in the 1990’s created even greater awareness of cloning?

Research by Jerry Hall and Robert Stillman, that successfully cloned human embryos.
(Shun)

A experiment by two scientists that show clonely developing cell.
(Tae Won) OJ: Answer is not clear.

In 1993, Jerry Hall and Robert Stillman succeeded in cloning human embryos.
(Misa)

9. What was the public reaction to this research and why was it so strong?

The Vatican, biotech critic Jeremy Rifkin, and the European Parliament strongly criticized the research. The European Parliament banned cloning, because they are considered to against human ethics.
(Shun)

The experiments caused public anger about the ethics and morality of cloning.
(Tae Won)

The public criticized the cloning of humans and viewed it as a repugnant act. Some countries banned cloning because it was recognized as conflicting with basic human rights.
(Misa)

Text Pages 8-10 From Sheep to People

10. What evidence does Silver present that suggests that human cloning will be possible?

Embryos of all mammals undergo early development in a very similar way.
(Naoko)

Embryonic development of all mammals is quite similar, and nuclear transplantation in the rhesus monkey, whose embryo develops almost like a human one, is technically possible.
(Takura)

Embryos of all mammals go through early development in a very much similar way.
(Shoko)

11. What is a basic medical principle that needs to be considered before the use of cloning is approved for use with humans?

Doctors should not perform any procedure on human subjects if the risk of harm is greater than the benefits that might be achieved.
(Naoko)

In the case of cloning, Doctors should not use human cloning technology unless natural birth is likely to involve higher risk of birth defects than "birth" by cloning.
(Takura)

Doctor should not perform any procedures on human subjects if the danger of damage or injury is greater than the benefits that might be attained.
(Shoko)

12. How did the media report the birth of Dolly in a negative way?

Emphasizing the fact that the success rate was only 1 in 277 "tries."
(Naoko)

A lot of the media reported that the experiment succeeded only once despite 277 attempts.
(Takura)

Many of the media reports emphasized the fact that the success rate was only 1 in 277 "tries", and it implied that many lambs died or were born with genetic malformations.
(Shoko)

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, cloned children have no reduction in genetic material, and the chance that abnormalities of chromosomes will occur is greatly reduced.
(Yoko)

No. According to Silver, birth defects in cloned children could occur less frequently than babies born the normal way.
(Zen)

No. In addition the possibility of mistakes is also reduced.
(Misato)

14. What further research is necessary to see if cloned animals are as healthy as other animals?

Now, there is a small number of cloned animals, so large amounts of direct data need to be collected to see whether cloned animals are healthy or not.
(Yoko)

Research into the health condition of cloned animals over their lifetime is neccessary.
(Zen)

Research is needed to find out whether cloning has any effects on the health or life span of animals.
(Misato)

Text Pages 10-15 Cloning Misperceptions

15. According to Silver, why are people frightened of cloning technology?
Because, people do not know what clone is and they see it is an imperfect copy.
(Zen)

Because, people think cloned animals are imperfect or have no soul, and do not understand cloning clearly.
(Yoko)

Because they do not understand the meaning of cloning and they think a clone is an imperfect imitation of the real thing.
(Misato)

***IMPORTANT QUESTION***16. How is life in “the general sense” different from life in “the special sense”?

Life in "the general sense" means that it is mere a cell and do not accept as a human. On the other hand, life in "the special sense" means that developed cell; fetus can be recognized as a human.
(Naofumi) OJ: This answer needs review.

This chapter explains cloning misperceptions.
"Life in the general sense" is the physical aspect of life. Scientists can make a biological copy of someone by making a genetically identical fertilized egg.
"Life in the special sense" is the mental aspect of life - experiences, memories, and thoughts. Scientists cannot make someone who has the same personality as the original.
(Sho)

Life in "the general sense" means life only at the level of the cell.
Life in "the special sense" means the experiences, thoughts and memories of someone - their personality.
(Haruna)

17. In Huxley’s Brave New World, how would clones be used for social stability?

Government can keep the high birth rate. And labor is always in plentiful supply.
(Naofumi)

Cloning can produce standardized people who are easy to control.
(Haruna)

18. Why does Silver think governments will not chose to clone people for:

Social stability:

To clone, one woman is needed per single clone as a surrogate mother. And to control her body means the government violates her rights.
(Naofumi)

Making soldiers:

To produce cloned soldiers is not very efficient. And, the government could make much more dreadful weapons than simple soldier clones.
(Naofumi)

Government can create more fighting power out of high-tech weapons than making soldier clones.
(Haruna)

Making factory workers:

Even in this situation, the number of workers is already enough, and to control people's mind by new drugs is an easier way to create docile factory workers.
(Naofumi)

Factory workers have already been created in enough numbers in many societies.
(Haruna)

Producing people with great minds:

It is more simple to build a great system of public education.
(Naofumi)

Buliding a superior system of public education is better than cloning.
(Haruna)

19. Even if a powerful group did clone the leader, why does Silver think that such children would not become leaders in the future?

The enviroment the cloned children face would be different from the enviroment the leader faced. When the enviroment has changed, the personality of the children cannot be the same as the original leader.
(Naofumi)

The surroundings which the children face is different from that the original leader faced.
(Haruna).

Text Pages 15-20 The Cloning of Children

20. What happened to Anissa and how did the parents choose to save her life?

She was diagosed with myelogenous leukemia, and her parents tried to have another child who could be Anissa's donor (223).
(Mami)

She was found out as having myelogenous leukemia and her parents decided to have another baby to be Anissa's possible donor.
(Takeru)

She was diagnosed with myelogenous leukemia. The parents tried to have another child who could produce Anissa with the needed bone marrow.
(Keita)

She was diagosed with myelogenous leukemia, so her parents decided to give a birth to a new child for purpose that the new child could be her donor.

21. How could Anissa have been saved with cloning technology?

She could have been saved by a donor cloned from herself who would be her perfect match (234).
(Mami)

She could have been saved by a donor who was her clone.
(Keita)

By constructing a new embryo with the same genetic material as her, she could be saved by a perfect-match donor.
(Takeru)

Cloning herself to create a donor whose genes which match her own.
(Megumi)

22. What was the reaction of some bioethicists to what Anissa’s parents did?

They said that it was ethically wrong and unacceptable (234-235).
(Mami)

Ethically wrong.
(Keita)

Having a child as a donor is ethically wrong.
(Takeru)

It is morally wrong to have a child to make a donor.
(Megumi)

23. What is Silver’s response to this reaction?
Couples sometimes have babies without any forethought, sometimes just for relieving sexual tension. So, the Ayalla's case is ethical.
(Satoko)

Millions of people have babies without any forethought, and the right of married adults to have a family is constitutionally protected.
(Yuri)

Silver responds that it is bad to criticize only Anissa's parents because many couples have babies without any forethought.
(Saori)

The right of married adults to have and raise family is constitutionally protected. Therefore he may think we should not criticize Abe and Mary without reflection.
(Hiroko)

24. What are two more examples of the use of cloning to have a family? Do you agree with these?

a) Two new babies are born from the frozen cells of twin babies who die in a car accident. ---I agree with this.
(Satoko)

Technology which uses frozen cells. By using frozen cells, couples have another baby if the original baby dies through accident. ---I agree with this.
(Saori) OJ: Support your position with reasons.

Frozen cells - two embryos are introduced into mother's uterus. Only one embryo can rise to a healthy baby. Another embryo can be preserve as frozen cells, and parents(mother) can bear him/her in the future.
--I agree with that.
(Yuri) OJ: This answer needs to be reviewed.

The frozen cell: two embryos are introduced into the mothers uterus and only one implants giving rise ro a healthy baby. --- I agree with this because this technology makes baby for sterility parents.
OJ: This answer needs to be reviewed.

b) A couple could have a healthy child, but they cannot have babies any more after that. They want a second baby. They can have second baby using cloning technology (this is older child's clone). --I disagree with that.
(Yuri)

A couple who becomes sterile make a baby by the cloning of older one. This means they have later-born identical twin. ---I disagree with this.
(Satoko)

A couple who becomes sterile, choose cells from the first born to make a second child. --- I disagree with this.
(Saori)

OJ: Support your position with reasons.

Give birth the children with choosing their cell by someone.--- I cannot agree this idea because we ought not to choose our life or evaluate them.
(Hiroko) OJ: This answer needs to be reviewed.

25. How does Silver think a cloned child will feel when they grow up and discover that they are a clone?

I could not find the answer, sorry.
(Shun)

They will not feel bad.
(Tae Won)

Silver insisted that a cloned child will not feel psychologically harmed.
(Misa)

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?

I cannot agree with Silver's second question about single parents who want to have baby. Even if single parents cannot have children, I think their desire should not always be accepted.
(Shun)

Cloning will give people who are infertile for any reason the choice to reproduces their "child", but it is not the best way to solve their problem.
(Tae Won)

There are some problems when a fertile couple clones and problems happen case by case. Though a fertile couple may like to deny the instrusion of a stranger's genes into their child, they have to use unfertilized egg when they clone themselves, for instance.
(Misa) OJ: This answer needs to be reviewed, it is not clear.

27. How could cloning help infertile couples?

Cloning can help infertile couples by avoiding introducing foreign genes into the family.
(Shun)

The cell from original body is introduced other egg which removed nucleus and this cell will introduce uterus.
(Tae Won) This answer needs to be reviewed.

Cloning enables infertile couples to produce a child who is biologically related to both parents.
(Misa)

28. Does Silver think fertile couples would want to clone a child? Do you agree?

No, Silver doesn't think fertile couples would want to clone a child, and I agree with his thought.
(Shoko) OJ: Support your position with reasons.

Silver does not think fertile couples would want to clone a child. I agree with Silver's opinion, because they can give birth naturally.
(Naoko)

Silver thinks most fertile parents would not want to clone, but he seems to suggest that some fertile parents would want to use cloning to prevent a baby from suffering a deadly disease carried by one parent.
(Takura)

29. How could cloning help someone to become a single parent? Do you think this is a good idea?

Women→By combining 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→By cloning themselves only through the services of a surrogate mother.
―I think this is a very revolutionary idea, but I cannot assert that it is good because it may cause some ethical problems. (Shoko)

Women can become single parents by combining one of their skin cells with one of their eggs which are not impregnated. Also, Men can become single parents through surrogate mothers. I do not think this is a good idea, because their child is a copy of the parent in terms of genes, and there is a possibility that the child will lack their own identity.
(Naoko)

Single women can have a baby by combining their unfertilized eggs and their skin cells, and putting them into their uterus. Single men can also have a child by using cloning and a surrogate mother. It seems to be a useful idea for single people who want to have a baby, but I do not think it is a good idea because having a child is so troublesome and expensive that most single parents seem to be distressed about it. Therefore, people should not use cloning lightly.
(Takura)

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.?

Cloning would oblige us to consider the meaning of "parents", "children", and "siblings" etc. again.
(Naoko)

Cloning makes our concept of “parents”, “children” and “siblings” uncertain, so people will have to reconsider their ideas.
(Takura)

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?

In Rachel's case, she just has the same genes as Jennifer and it can be said that they are twins genetically. Although Rachel is a cloned child, she will not lose her unique identity any more than natural-born twins might.
(Zen, I am sorry my answer is very complex)

Silver thinks this "right" has been granted by nature－identical twins are born every day as natural clones of each other. So cloned children will have their own identities as well.
(Yoko)

According to Silver, even if a child is a clone, they have their own characteristics and own identity.
(Misato)

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?

In the absence of cloning, many children have some sense of the future possibilities from their parents. And although they have same genes as parent(s), it is not sure that he or she will turn out the same way (242).
(Zen)

Silver thinks that even in the absence of cloning, many children have some sense of the future possibilities encoded in the genes they got from their parents. So cloned children and natural-born children are in the same situation.
(Yoko)

Silver argued there is no reason why a cloned child will experience harm from knowledge of their possible future health any more than natural-born children.
(Misato)

33. Discuss the questions raised by Silver in lines 28-34, text page 25.

The desire people have to want their own child is natural, but in order to grant this desire, using cloning technology is still questionable.
(Zen)

It is natural that people want children related to them, but if they cannot have such children, they should resign themselves to their fates. We cannot choose children.
(Yoko)

If a cloned child is born from a superior gene, the child will not have a special character from the gene alone.
(Misato)

34. What is a religious objection to cloning?
Cloning leaves God out of the process of human creation and people are going into places they do not belong.
(Haruna)

Cloning leaves God out the process of human creation.
(Naofumi)

35. What are the arguments that cloning will harm society?
The continued interplay of genes is central to human's progress so cloning will limit evolution.
(Haruna)

Cloning's identicalness would restrict evolution.
(Naofumi)

36. How does Silver counter this argument?
Silver asserts that this argument is wrong on both practical and theoretical grounds. On practical grounds, if cloning becomes popular, cloned children would still only represent a few percent of all children in the world. On theoretically grounds, human progress is not related to unfettered evolution.
(Haruna)

There are no real reasons natural evolution will be restricted by cloning.
(Naofumi) OJ: Answer needs to explain Silver's objections.

Text Pages 27-33

37. How would people’s right to choose to reproduce be threatened by cloning?

Cells could be stolen from people in many ways, and clones could be made from such cells without the notice or permission of donors.
(Mami)

It is ignored, and people can use others' cells (genetic materials) without their knowledge and consent.
(Yuri)

38. Does Silver think people will try to clone famous people, or people in general without their consent?

He thinks only heartless mothers may do this in order to get income and fame.
(Keita)

His suspects that most people want their own child rather than a child cloned from someone else.
(Tae Won)

Silver contradicted the possibility of surreptitious cloning because people want their own kindred child, not someone else's child. In addition, even though someone may clone a famous person, genetic potential does not ensure their success. He believes that most people will seek consent before they use cloning technology.
(Misa)

39. How could cloning help people through tissue regeneration?

Cloning technology help to change one of the skin cells of a parent into a brand-new embryo with a donated unfertilized egg.
(Saori)

Cloning could make an embryo from a skin cell and an unfertilized egg, and then scientists would use ES cell technology in order to expand the embryo into a mass of undifferentiated tissue. Therefore, the embryo would be converted to what the patient required and could be transplanted.
(Takura)

Take the skin cell and put it into the unfertilized egg and make a mass of tissue. After this, convert the tissue into the particular tissue required, e.g. heart, lung.
(Naofumi)

40. What is genetic engineering?

Genetic engineering 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 or she would not have had otherwise.
(Naoko)

Ｇenetic engineering is the process in which genes are changed or added to the genes in the embryo by scientists to create characteristics that the individual would not have had otherwise. (P250 L14～16)
(Megumi)

41. Why has genetic engineering not been applied to humans?

Because genetic engineering is incredibly inefficient and has a low rate of success, it is unacceptable for use in humans.
(Shoko)

Because genetic engineering seldom succeeds, its low rate of success has meant genetic engineering has not been applied to humans.
(Shun)

Because genetic engineering has been not enough safe to be applied to humans.
(Hiroko)

42. Cloning could help genetic engineering be applied to humans. Do you agree that genetic engineering should be used in humans?

Disagree. Actually, genetic engineering is sometimes useful but when it is used in humans, humans are like machinery. It is unnatural and against the laws of nature. Humans should try to live their life naturally as much as possible.
(Misato)

PWT Preparation: AG Silver Key Vocabulary (from DIY)

2007-01-02T18:03:00.000-08:00

WORD	DEFINITION
prominent (Owen)	prom·i·nent (prŏm'ə-nənt) adj. Projecting outward or upward from a line or surface; protuberant. Immediately noticeable; conspicuous. See synonyms at noticeable. Widely known; eminent.
interdisciciplinary (Satoko)	inter-dis-cip-lin-ary adj involving different areas of knowledge or study
embryology (Naoko)	em·bry·ol·o·gy (ĕm'brē-ŏl'ə-jē) n. The branch of biology that deals with the formation, early growth, and development of living organisms. The embryonic structure or development of a particular organism.
fertilization (Naoko)	fer·til·i·za·tion (fûr'tl-ĭ-zā'shən) n. The act or process of initiating biological reproduction by insemination or pollination. The union of male and female gametes to form a zygote. The act or process of applying a fertilizer.
prenatal (Haruna)	pre·na·tal (prē-nāt'l) adj. Existing or occurring before birth: prenatal medical care.
deontology (Haruna)	de·on·tol·o·gy (dē'ŏn-tŏl'ə-jē) n. Ethical theory concerned with duties and rights.
inevitably (Satoko)	in·ev·i·ta·ble (ĭn-ĕv'ĭ-tə-bəl) adj. Impossible to avoid or prevent. See synonyms at certain. Invariably occurring or appearing; predictable: the inevitable changes of the seasons.
clinical (Misato)	clin·ical (klĭn-ikl) adj; Relating to treatment of actulal patients.
interidisciplinary (Misato)	inter·disciplinary (in'tə：-dĭsəpləneəri) adj; Relating to more than one area of knowledge or study.
surrogate (Saori)	sur·ro·gate (sûr'ə-gĭt, -gāt', sŭr'-) adj; To put in the place of another, especially as a successor; replace. To appoint (another) as a replacement for oneself.
consequentialism (Shoko)	con·se·quen·tial·ism (kŏn'sĭ-kwĕn'shə-lĭz'əm) n. The view that the value of an action derives solely from the value of its consequences.
institutional (Shoko)	in·sti·tu·tion·al (ĭn'stĭ-tū'shə-nəl, -tyū'-) adj. Of or relating to an institution or institutions. Organized as or forming an institution: institutional religion. Characteristic or suggestive of an institution, especially in being uniform, dull, or unimaginative: institutional furniture; a pale institutional green. Of or relating to the principles or institutes of a subject such as law.
reproductive (Saori)	re·pro·duc·tive (rē'prə-dŭk'tĭv) adj; Of or relating to reproduction: procreant, procreative. See reproduction/barrenness. Employed in reproduction: sexual. See reproduction/barrenness.
physician (Mami)	phy·si·cian (fĭ-zĭsh'ən) n. A person licensed to practice medicine; a medical doctor. A person who practices general medicine as distinct from surgery.
diagnosis (Mami)	di·ag·no·sis (dī'əg-nō'sĭs) n. The act or process of identifying or determining the nature and cause of a disease or injury through evaluation of patient history, examination, and review of laboratory data.
Ten Commandment (Takura)	The Ten Commandments, or Decalogue, are a list of religious and moral imperatives which, according to the Hebrew Bible, were written by God and given to Moses on Mount Sinai in the form of two stone tablets. They feature prominently in Judaism, Christianity and Islam.
naysayer (Takura)	nay·say·er n. someone who says that something cannot be done or that a plan will fail.
prenatal (Misa)	pre·na·tal (prē-nāt'l) adj. Existing or occurring before birth: prenatal medical care.
diagnosis (Misa)	di·ag·no·sis (dī'əg-nō'sĭs) n., pl. -ses (-sēz). 1.Medicine. a.The act or process of identifying or determining the nature and cause of a disease or injury through evaluation of patient history, examination, and review of laboratory data. b.The opinion derived from such an evaluation. 2. a. A critical analysis of the nature of something. b.The conclusion reached by such analysis. 3.Biology. A brief description of the distinguishing characteristics of an organism, as for taxonomic classification.
interdisciplinary (Shun)	in·ter·dis·ci·pli·nar·y (ĭn'tər-dĭs'ə-plə-nĕr'ē) adj. Of, relating to, or involving two or more academic disciplines that are usually considered distinct.
dilemma (Shun)	di·lem·ma (dĭ-lĕm'ə) n. A situation that requires a choice between options that are or seem equally unfavorable or mutually exclusive. Usage Problem. A problem that seems to defy a satisfactory solution. Logic. An argument that presents two alternatives, each of which has the same consequence.
allocation (Naofumi)	al・lo・ca・tion [ lkin ] 1. the amount or share of something that has been allocated to a person or organization 2. the decision to allocate something, or the act of allocating something
tentative (Naofumi)	ten・ta・tive [ tnttiv ] 1. not definite or certain, because you may want to change your mind 2. done without confidence
insurance (Megumi)	/in∫u'(э)r(э)ns/in・sur・ance A means of indemnity upon occurrence of a fortuitous event. The car was totalled, but fortunately I had insurance. The business of providing insurance. After five years in banking, I switched to insurance. Metaphoric: Any attempt to anticipate an unfavorable event. The sky was clear, but I took my umbrella for insurance. Blackjack: A bet made after the deal, which pays off if the dealer has blackjack. I only take insurance* if the count is right.*
intaractable (Megumi)	/i`ntrae'ktэbl/in・trac・ta・ble Not tractable or to be drawn or guided by persuasion; not easily governed, managed, or directed; uncontrollable; violent; stubborn; obstinate.
bioethics (Yoko)	bio・ethics n the study of the moral rules and principles of behavior in biology
profound (Yoko)	pro・found adj important and having a strong influence or effect very serious
distribution (Zen)	dis·tri·bu·tion (dĭs'trə-byū'shən) n. The act of distributing or the condition of being distributed; apportionment. Something distributed; an allotment. The act of dispersing or the condition of being dispersed; diffusion.
unnumberable	unnumberable adj. - Too many to be counted.
dialectical (Hiroko)	adjective. 1. Rerating to the logical discussion of ideas and opinions. 2. Concerned with or acting throught opposing forces.
donation (Hiroko)	noun. Something that is given to a charity, especially a sum of money. [mass noun] The action of donating something.
sterile (Tae Won)	adjective 1. (of humans or animals) not able to produce children or young animals. 2.completely clean and free from bacteria 3.(of a discussion, an argument,etc)not producing any useful result.
prenatal diagnosis (Misa)	prenatal diagnosis: The identification of disease before the birth of a fetus. It often implies genetic diagnosis, but identification of anatomical defects as well as assessment of fetal functions and maturity are also considered. Some of the relatively common diseases that can be diagnosed prenatally are Tay-Sachs disease, cystic fibrosis, Duchenne's muscular dystrophy, hemophilia A, congenital adrenal hyperplasia, thalassemia, and sickle cell anemia.

PWT Preparation: Silver Essential Vocabulary (from Web Box)

2007-01-02T17:53:00.000-08:00

"Cloning" by Lee M. Silver - Essential Vocabulary

amniocentesis: a test of the amniotic fluid inside a woman’s womb (e.g. to detect Down’s Syndrome)

bone marrow: the soft substance that fills the hollow parts of bones

cell: the smallest unit of living matter that can exist on its own

chromosome: tiny threads in the nuclei of plant and animal cells that carry the genes

cloning: to asexually (without sex) produce a copy of an organism

DNA: the chemical in cells that carries genetic information

donor: a person who gives blood or a part of his or her body to help a sick person

embryo: a living thing in its very earliest stages of development

eugenics: the study of methods to improve the human race by choosing who may be parents

fertilize: to join sperm with an egg so that a baby develops

fetus: a “baby” inside the mother’s womb (some eight weeks or more after fertilization)

fusion: the process of joining things together to form one

genes: the biochemical units that control heredity (the characteristics one gets from parents)

genetic: referring to the genes

gynecologist: a doctor specializing in the medical conditions of women

implantation: something put into a person’s body in a medical operation

in vitro: taking place outside the human body such as in a test tube (e.g. in vitro fertilization) IVF

mutate: to develop because of genetic change

nucleus: the central part of some cells that contains genetic material

obstetrician: a doctor specializing in the birth of children

predisposition: a condition that makes somebody (or something) behave in a particular way

pregnant: the condition of a woman having a baby developing inside her

progenitor: a person or thing from which somebody or something develops or is produced

protocol: rules or guidelines for carrying out a scientific experiment or medical procedure

reprogenetics: reproducing through the manipulation of genetic material (e.g. cloning)

sperm: the reproductive cells produced by the male sex organs

tadpole: the young form of a frog; has a large head and small body

theology: the study of religion and beliefs

tissue: a mass of cells that form different parts of living things (e.g. skin tissue)

transplant: transferring an organ from one body to another

uterus: the organ in women where babies develop (syn. womb)

vasectomy: a medical operation in which a man’s sperm tubes are blocked so he cannot reproduce

PWT Preparation: AE Silver Key Vocabulary (from DIY)

2007-01-02T17:27:00.000-08:00

WORD	DEFINITION
instinct (Owen)	in·stinct (ĭn'stĭngkt') n. An inborn pattern of behavior that is characteristic of a species and is often a response to specific environmental stimuli: the spawning instinct in salmon; altruistic instincts in social animals. A powerful motivation or impulse. An innate capability or aptitude: an instinct for tact and diplomacy. adj. (ĭn-stĭngkt') Deeply filled or imbued: words instinct with love. Obsolete. Impelled from within.
ethics (Shoji)	plural. 1.moral rules or principles of behavior for deciding what is right and wrong. u. 1. the study of the moral rules or principles of behavior in society, and how they influence the choices people make.
advisory (Shoji)	adj. 1. having the purpose of giving advice.
abortion (Marie)	abor・tion n. 1.[u] the deliberate ending of a pregnancy at an early stage 2. [c] a medical operation to end a pregnancy at an early stage
interdisciplinary (Marie)	adj. 1. involving different areas of knowledge or study
embryology (Kenji)	n. 1. The branch of biology that deals with the formation, early growth, and development of living organism. 2. The embryonic structure or development of a particular organism.
diagnosis (Kenji)	n. 1. The act or process of identifying or determining the nature and cause of a disease or injury through evaluation of patient history, examination, and review of laboratory data. 2. The opinion derived from such an evaluation.
feasible (Ayaka)	adj a plan, idea, or method that is feasible is possible and is likely to work
akin (Ayaka)	adj very similar to something
bequeath (Ayaka)	be-queath v 1.to officially arrange for someone to have something that you own after your death 2.to pass knowledge, customs etc. to people who come after you to live after you
genetic (Masataka)	adj Of or relating to genetics or genes. Affecting or determined by genes: genetic diseases. Of, relating to, or influenced by the origin or development of something. Linguistics. Of or relating to the relationship between or among languages that are descendants of the same protolanguage
artificial (Masataka)	adj Made by humans; produced rather than natural. Brought about or caused by sociopolitical or other human-generated forces or influences: set up artificial barriers against women and minorities; an artificial economic boom. Made in imitation of something natural; simulated: artificial teeth. Not genuine or natural: an artificial smile
obligation (Numacchi)	ob·li·ga·tion (ŏb'lĭ-gā'shən) n. The act of binding oneself by a social, legal, or moral tie. 1 a. A social, legal, or moral requirement, such as a duty, contract, or promise that compels one to follow or avoid a particular course of action. b. A course of action imposed by society, law, or conscience by which one is bound or restricted. ２． The constraining power of a promise, contract, law, or sense of duty. ３． Law. a. A legal agreement stipulating a specified payment or action, especially if the agreement also specifies a penalty for failure to comply. b. The document containing the terms of such an agreement. ４． a. Something owed as payment or in return for a special service or favor. b. The service or favor for which one is indebted to another. ５． The state, fact, or feeling of being indebted to another for a special service or favor received.
in vitro fertilization (Numacchi)	In vitro fertilization (IVF) is a procedure in which eggs (ova) from a woman's ovary are removed, they are fertilized with sperm in a laboratory procedure, and then the fertilized egg (embryo) is returned to the woman's uterus.
embryo (Ayumi)	An organism in its early stages of development, especially before it has reached a distinctively recognizable form. An organism at any time before full development, birth, or hatching. The fertilized egg of a vertebrate animal following cleavage. In humans, the prefetal product of conception from implantation through the eighth week of development. Botany. The minute, rudimentary plant contained within a seed or an archegonium. A rudimentary or beginning stage: “To its founding fathers, the European [Economic] Community was the embryo of the United States of Europe” (Economist). [Medieval Latin embryō, from Greek embruon : en-, in; see en–2 + bruein, to be full to bursting.]
protocol (Ayumi)	The forms of ceremony and etiquette observed by diplomats and heads of state. A code of correct conduct: safety protocols; academic protocol. The first copy of a treaty or other such document before its ratification. A preliminary draft or record of a transaction. The plan for a course of medical treatment or for a scientific experiment. Computer Science. A standard procedure for regulating data transmission between computers. intr.v., -coled or -colled, -col·ing or -col·ling, -cols or -cols. To form or issue protocols. [French protocole, from Old French prothocolle, draft of a document, from Medieval Latin prōtocollum, from Late Greek prōtokollon, table of contents, first sheet : Greek prōto-, proto- + Greek kollēma, sheets of a papyrus glued together (from kollān, to glue together, from kolla, glue).] protocolar pro'to·col'ar (-kŏl'ər) or pro'to·col'a·ry (-kŏl'ə-rē) adj.
inattentive (Hiroki)	adj. Exhibiting a lack of attention; not attentive. inattentively in'at·ten'tive·ly adv. inattentiveness in'at·ten'tive·ness n.
substantive (Hiroki)	adj. Substantial; considerable. Independent in existence or function; not subordinate. Not imaginary; actual; real. Of or relating to the essence or substance; essential: substantive information. Having a solid basis; firm. Grammar. Expressing or designating existence; for example, the verb to be. Grammar. Designating a noun or noun equivalent. n. Grammar. A word or group of words functioning as a noun. [Middle English substantif, self-sufficient, independent, from Old French, substantive, from Late Latin substantīvus, from Latin substantia, substance. See substance.] substantively sub'stan·tive·ly adv. substantiveness sub'stan·tive·ness n.
mutant (Mizuki)	adj (of a living thing) different in some way from others of the same kind because of a change in its GENETIC structure. noun 1. (biology) a living with qualities that are different from its parents' qualities because of a change in its GENETIC structure. 2. (informal) (in stories about space, the future, etc.) a living thing with an unusual and frightening appearance because of a change in its GENETIC structure.
mimic (Mizuki)	verb 1. to copy the way sb speaks, moves, behaves, etc. especially in order to make other people laugh 2. to look or behave like sth else noun (mimicry) the action or skill of being able to copy the voice, movements, etc. of others.
en masse (Sachiko)	adj In one group or body; all toghether
compatibility (Sachiko)	noun The ability of people or things to live toghether without problems
chromosome (Sachiko)	noun One of the very small parts like threads in the nuclei of animal and plant cells, that carry the genes
clincher (Risa)	n. Informal. A point, fact, or remark that settles something conclusively; a decisive factor.
inklings (Risa)	n. 1.A slight hint or indication. 2.A slight understanding or vague idea or notion.
duplicate (Emiko)	adj. Identically copied from an original. Existing or growing in two corresponding parts; double. Denoting a manner of play in cards in which partnerships or teams play the same deals and compare scores at the end: duplicate bridge.
replemish (Emiko)	v.tr. To fill or make complete again; add a new stock or supply to: replenish the larder. To inspire or nourish: The music will replenish my weary soul. v.intr. To become full again.
hysteria (Sayaka)	n. 1 Histeria among a group of people is a state of uncontrolled exciterment , anger, or panic. ex: No one could help getting carried awau by the histeria. 2 A person who is suffering from hysteria is a state of violent and disturbed emotion asa aresult of shock. ex: By now , she was screaming, completely overcome with hysteria. *from COBUILD
conceive(Sayaka)	v. 1 If you can not conceive of something, you cannot imagine it or believe it. ex: I just can not even conceive of that quantity of money.... He way immensely ambitous but unable to conceive of winning power for himself. 2 If you conceive something as a particular thing, you conseder it to be that thing. ex: We conceive of the family as being in a constant state of change. * from COBUILD
mutant (Sayaka)	n. A mutant is an animal of plant that is physically different from others becaous of a change in its genes. * from COBUILD
undergo (Sayaka)	v. If you undergo something necessary or unpleasant, it happens to you. ex: New recruits have been undergoing training in recent weeks. He underwent on agoniseing 48-hour waint for the results of tests. *from COBUILD
progenitor (Hisayuki)	pro gen i tor(prō-jĕn'ĭ-tər) n. A direct ancestor. See synonyms at ancestor. An originator of a line of descent; a precursor. An originator; a founder: progenitors of the new music.
fertile (Hisayuki)	fer tile(fûr'tl) adj. Biology. Capable of initiating, sustaining, or supporting reproduction. Capable of growing and developing; able to mature: a fertile egg. Botany. Bearing functional reproductive structures such as seeds or fruit or material such as spores or pollen. Bearing or producing crops or vegetation abundantly; fruitful. Rich in material needed to sustain plant growth: fertile soil. Highly or continuously productive; prolific: a fertile imagination; a fertile source of new ideas. Physics. Capable of producing fissionable material: fertile thorium 232.

I wish you a VERY happy New Year!

2006-12-23T03:14:00.000-08:00

From Courses

RCA: Euthanasia - Posing the Problem - Atsuko Watanabe

2006-12-22T02:33:00.001-08:00

Homework due Wednesday 10 January

2006-12-20T18:15:00.000-08:00

Bioethics 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 Sample Essay to guide you in structuring your essay. Write and post your assignment to your blog.

ARW Portfolio (your blog)
The title of each Minor Assignment must be the same as the description in the Timetable in the Bioethics Essay Instructions. If you have used a different name for an assignment, you need to change the title to the correct name. Also, if you have put two assignments together e.g. the Scratch Outline & Working Bibliography, you will need to split the post into two separate posts and check that each assignment is correctly named. I recommend Hisayuki's blog (AE) as a good example of how to name your assignments. If you have a problem doing this activity, I can help you next semester; try your best.

------If you were not able to finish by today, you must complete your Working Title/Thesis/Outline by 12/24 (Sunday). See section on timeliness of assignments in your Bioethics Essay Instructions. And have you completed Answers 1 & 3 on the PWT Practice Test?-----

Bioethics Essay - Minor Assignment 4 - Working Title/Thesis/Outline
Working Title/Thesis/Outline* - Review the sample assignment and the instructions. For extra support you wish 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.

PWT Practice Test
Write your practice answers for Questions 1 and 3. I recommend that you use Bioethics PWT Sample structure for answers to guide you while writing your answer.

Homework due Friday 22 December

2006-12-19T21:18:00.000-08:00

PWT Practice Test
Write your practice answers for Questions 1 and 3. I recommend that you use Bioethics PWT Sample structure for answers to guide you while writing your answer. Bring your PWT Practice Test on Friday for in-class review.

Bioethics Essay - Minor Assignment 4 - Working Title/Thesis/Outline
Working Title/Thesis/Outline* - Review the sample assignment and the instructions. For extra support you wish 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.

------If you were not able to finish by today, you must complete your Essay Proposal by Friday. See section on timeliness of assignments in your Bioethics Essay Instructions-----

Bioethics Essay - Minor Assignment 3 - Essay Proposal
Essay Proposal* - Review the sample Essay Proposal. Write and post your own proposal to your blog.

Bioethics PWT sample structure for answers

2006-12-19T15:43:00.000-08:00

Use this suggested structure to guide your organisation of your PWT Practice Test answer.

Bioethics Essay: Student Instructions

2006-12-17T15:30:00.000-08:00

Bioethics Essay Instructions

Homework due Wednesday December 20

2006-12-16T21:18:00.000-08:00

Silver
1. DIY Silver Comprehension Questions (37-42). Add your answer* to the one question assigned to you in class. (+ Name).

Bioethics Essay - Minor Assignment 3 - Essay Proposal
2. Essay Proposal* - Review the sample Essay Proposal. Write and post your own proposal to your blog.

------If you were not able to finish by today, you must complete your Working Bibliography by Wednesday. See section on timeliness of assignments in your Bioethics Essay Instructions-----

Bioethics Essay - Minor Assignment 2 - Working Bibliography
Working Bibliography* – Cut and paste the bibliographical information for the 3+ sources you have found so far into an ordered list or table. Post your Working Bibliography to your blog.

Homework due Monday December 18

2006-12-13T18:15:00.000-08:00

Silver

1. Read and annotate pp. 242-251
2. Answer questions 37-42
3. DIY Silver Comprehension Questions. AE Groups 4-7 only. Add your answers* (+ Name).

AE
Group 4: 25, 26, 27
Group 5: 28, 29, 30
Group 6: 31, 32, 33
Group 7: 34, 35, 36

AG
Group 3: 25, 26, 27
Group 4: 28, 29, 30
Group 5: 31, 32, 33
Group 6: 34, 35, 36

Bioethics Essay - Minor Assignment 2 - Working Bibliography
4. Working Bibliography* – Cut and paste the bibliographical information for the 3+ sources you have found so far into an ordered list or table. Post your Working Bibliography to your blog.

--If you were not able to finish by today, you must complete your Scratch Outline by Monday--

Bioethics Essay - Minor Assignment 1 - Scratch Outline
5. 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.

Owen's "hometown" - Tasmania, Australia!

2006-12-13T17:28:00.000-08:00

Homework due Friday 15 December

2006-12-11T22:58:00.000-08:00

Bioethics Essay -Minor Assignment 1 - Scratch Outline

1. 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.

Silver

2. Read and annotate* pp. 238-242

3. Answer questions 25-36

4. DIY Silver Comprehension Questions*
Groups 1, 2, & 3 only: Add your answers to your group's questions. (Add your name)

Silver, "What is Wrong with Human Cloning?" Sept. 24, 2006

2006-12-11T18:07:00.000-08:00

Silver interviewed by Charlie Rose, Nov. 26, 2001

2006-12-11T17:58:00.000-08:00

Cloning presentation from Flickr photos

2006-12-11T02:15:00.001-08:00

ARW on the Web - send your details to me

2006-12-09T23:02:00.000-08:00

Hi Folks,

The deadline to send me ALL your details is Wednesday, then all emails
will be checked and your grade record will be updated. If you send me
your details later than Wednesday you cannot receive grade points for
this activity. I am very happy to help you, so if you have any problems
you MUST come to tutorial AG P1 Tuesday or AG P1 Wednesday, ILC 275.

Your email needs to include, your:

1. Preferred email address - If you want email sent to another account
instead of @yamata.icu.ac.jp. (OPTIONAL)

2. Keitai email address - If you also want messages to be sent to your
keitai. (OPTIONAL)

3. Blog URL - *******@blogspot.com. (REQUIRED). To make an account go
to:

* Blogger - https://beta.blogger.com/start

4. Google username (REQUIRED) and password (OPTIONAL). To make an
account go to:

* Google - https://www.google.com/accounts/NewAccount

5. Delicious username (REQUIRED) and password (OPTIONAL). To make an
account go to:

* Delicious - https://secure.del.icio.us/register

6. Wetpaint username (REQUIRED) and password (OPTIONAL). To make an
account go to:

* Wetpaint - http://arwicu.wetpaint.com/ . Click the button "Apply
to be a Writer".

7. An attached photo.

This should take about 20-30 minutes altogether. Please do your very
best to finish before class tomorrow, rather than take until Wednesday.

Thank you!

[AE_ARW_Winter06:1] ARW on the WWW - set up

2006-12-07T16:22:00.000-08:00

For class Friday, December 8

Set up individual accounts at these services & write down your account
details carefully:

* Blogger - https://beta.blogger.com/start

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ARW Winter Syllabus

2006-12-06T21:50:00.002-08:00

Syllabus coming soon!

ARW: Bioethics & Visions of the Future

ARW Information: BF Bioethics PWT

ARW Information: Essay #2 resubmission process

ARW Information: Monday's presentation times

ARW Information: Times for Wednesday

ARW Information: Homework 1/23 - two general reminders

ARW Information: Final Papers

ARW Information: Final Paper & final class

ARW Information: PWT Wagar Study Guide One

PWT Wagar: The criteria that will be used to score your answer

ARW Information: Your role at tutorials

ARW Information: Class location for Tuesday, Period One.

ARW Information: Knowing exactly what to do the next few days

BA: WP timetable & other

WP Sessions Timetable

ARW Question: Will you use a computer?

ARW Request: Arrive early please

ARW Information: Timetable, First Draft, WP

ARW Information: WP thesis statements

ARW Information: BA Timetable Weeks 7-10

ARW Information: BA Timetable Weeks 7-10

ARW Question: Your ideas and preferences for WP

ARW Information: Homework 1/11

ARW Information: BA Silver Study Guides

ARW Bioethics: Silver Supplementary Readings

ARW set up: Register for Open Learning Network

ARW Information: Class Discussion - Instructions for Students

Tutorial Class Wednesday February 21 & Main Assignment

Homework Monday February 19

Smith & Wagar class answers

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

Evans' NP: Diamond's arguments about why societies fail, based on his book, "Collapse" (2005).

Homework due Tuesday 13 & Wednesday 14 February

"Science finds-industry applies-man conforms." Yes? No?

Homework due Wednesday 7 February

Homework due Monday February 5

Homework due Friday February 2

Correction to link to brainstorm of VOF essay topics

Homework due Wednesday 29 January

Feedback on Minor Assignment 7 - Works Cited

Homework due Wednesday 24 January

To sign up for an ARW tutorial

AE homework due Friday 19 January

Change of date for Final Draft ARW essay

ARW tutorial class Wednesday, January 17

Feedback on your First Draft

Homework due Wednesday 17 January

Tutorials 15-17 January

Homework due Monday 15 January

Another perspective on bioethics: What do you think the message is?

Homework Wednesday, January 10

Needing a tutorial this week?

About your ARW course for Winter 2006/7

PWT Preparation: AE Answers to Silver Comprehension Questions (from DIY)

Silver Comprehension Questions

(ELP Reader 2006)

PWT Preparation: AG Answers to Silver Comprehension Questions (from DIY)

AG Answers to Silver Comprehension Questions (ELP Reader 2006)

PWT Preparation: AG Silver Key Vocabulary (from DIY)

PWT Preparation: Silver Essential Vocabulary (from Web Box)

PWT Preparation: AE Silver Key Vocabulary (from DIY)

I wish you a VERY happy New Year!

RCA: Euthanasia - Posing the Problem - Atsuko Watanabe

Homework due Wednesday 10 January

Homework due Friday 22 December

Bioethics PWT sample structure for answers

Bioethics Essay: Student Instructions

Homework due Wednesday December 20

Homework due Monday December 18

Owen's "hometown" - Tasmania, Australia!

Homework due Friday 15 December

Silver, "What is Wrong with Human Cloning?" Sept. 24, 2006

Silver interviewed by Charlie Rose, Nov. 26, 2001

Cloning presentation from Flickr photos

ARW on the Web - send your details to me

[AE_ARW_Winter06:1] ARW on the WWW - set up

AG Answers to Silver Comprehension Questions
(ELP Reader 2006)