Eloise Greenfield and Shel Silverstein Essay Example

Eloise Greenfield and Shel Silverstein Paper The children’s poems of Eloise Greenfield and Shel Silverstein feature distinctly different types of imagination and narrative voices.   In Greenfield, the narrator’s imagination revolves around her experience as a black female child, and her reflections are both escapist and deeply aware of her heritage.   In Silverstein, on the other hand, imagination does not draw from ethnic experience but is instead much more whimsical and addressed to both adults and children.In Honey, I Love, Greenfield (an African-American) writes poems that draw from the black urban experience.   Her speaker in the sixteen poems is a black girl (made clear by the illustrations) who rhapsodizes about her daily experiences – her likes and dislikes, the people around her, and her connections to her roots.   The opening poem, for which the book is named, is a breathless declaration of things the speaker likes: â€Å"My uncle’s car is crowded and there’s lots of food to eat/We’re going down the country where the church folks like to meet/I’m looking out the window at the cows and trees outside/Honey, let me tell you that I LOVE to take a ride. . . . (3)   This poem sets the tome for the rest by showing how children conceive of their own senses.In â€Å"By Myself,† the speaker retreats into her own imagination more directly than elsewhere in the collection: â€Å"When I’m by myself/And I close my eyes/I’m a twin/I’m a dimple in a chin/I’m a room full of toys/I’m a squeaky noise/I’m a gospel song/I’m a gong/I’m a leaf turning red/I’m a loaf of brown bread. . . .†   (34) Imagination here seems to be an escape from the mundane world.   Greenfield does not mention anything traumatic, but because the speaker is an African-American living in the urban North (as other poems imply), one can imagine that her surroundings are not idyllic.   Greenfield does not depict bitterness or hardship, but she does allude to her heritage in â€Å"Harriet Tubman:†Ã‚   â€Å"Harriet Tubman didn’t take no stuff/Wasn’t scared of nothing neither/Didn’t come in this world to be no slaves/And wasn’t going to stay one neither. . . .† (30)Silverstein, who was white and something of a counterculture figure, puts more whimsy into A Light in the Attic, and less of the child’s point of view than one finds in Greenfield.   Ã¢â‚¬Å"Stop Thief† is a good example: â€Å"Policeman, policeman,/Help me please./Someone went and stole my knees./I’d chase him down but I suspect/My feet and legs just won’t connect.†Ã‚   (13)   His humor is less sweet than Greenfield, slyer and more openly comical; he writes as an adult using children as his subject and part of his audience.   In the limerick â€Å"Crowded Tub,† he draws on a common childhood experience:   â€Å"There’s too many kids in this tub./There’s too many elbows to scrub./I just washed a behind/That I’m sure wasn’t mine,/There’s too many kids in this tub.†Ã‚   (86)He uses a more objective voice than Greenfield, and while he writes from the child’s point of view, he also adds insights into children’s behavior that only an adult may have.   In â€Å"Friendship,† he comments on children’s bossiness with a jocular tone (indeed, he does not scold or moralize), and even his more bizarre poems lack malice or harm.   â€Å"Quick Trip,† which spreads a four-line poem across a four-page drawing of a lizard-like creature, is more humorous than frightening: â€Å"We’ve been caught by the quick-digesting Gink/And now we’re dodgin’ his teeth . . ./And now we are restin’ in his intestine/And now we’re back out on the street.†Ã‚   (116-119)   Silverstein depicts being swallowed by a monster as funny , with the speaker unharmed.Greenfield roots imagination more in everyday experiences and the kinds of escapist thought that a child like she might have been would have conceived.   Silverstein, meanwhile, draws less from experience and more from whimsy and humor, using a voice both adult and child-like.   Both authors rely on humor and imagination, albeit in different ways. Eloise Greenfield and Shel Silverstein Essay Example Eloise Greenfield and Shel Silverstein Essay The children’s poems of Eloise Greenfield and Shel Silverstein feature distinctly different types of imagination and narrative voices.   In Greenfield, the narrator’s imagination revolves around her experience as a black female child, and her reflections are both escapist and deeply aware of her heritage.   In Silverstein, on the other hand, imagination does not draw from ethnic experience but is instead much more whimsical and addressed to both adults and children.In Honey, I Love, Greenfield (an African-American) writes poems that draw from the black urban experience.   Her speaker in the sixteen poems is a black girl (made clear by the illustrations) who rhapsodizes about her daily experiences – her likes and dislikes, the people around her, and her connections to her roots.   The opening poem, for which the book is named, is a breathless declaration of things the speaker likes: â€Å"My uncle’s car is crowded and there’s lots of food to eat/We’re going down the country where the church folks like to meet/I’m looking out the window at the cows and trees outside/Honey, let me tell you that I LOVE to take a ride. . . . (3)   This poem sets the tome for the rest by showing how children conceive of their own senses.In â€Å"By Myself,† the speaker retreats into her own imagination more directly than elsewhere in the collection: â€Å"When I’m by myself/And I close my eyes/I’m a twin/I’m a dimple in a chin/I’m a room full of toys/I’m a squeaky noise/I’m a gospel song/I’m a gong/I’m a leaf turning red/I’m a loaf of brown bread. . . .†   (34) Imagination here seems to be an escape from the mundane world.   Greenfield does not mention anything traumatic, but because the speaker is an African-American living in the urban North (as other poems imply), one can imagine that her surroundings are not idyllic.   Greenfield does not depict bitterness or hardship, but she does allude to her heritage in â€Å"Harriet Tubman:†Ã‚   â€Å"Harriet Tubman didn’t take no stuff/Wasn’t scared of nothing neither/Didn’t come in this world to be no slaves/And wasn’t going to stay one neither. . . .† (30)Silverstein, who was white and something of a counterculture figure, puts more whimsy into A Light in the Attic, and less of the child’s point of view than one finds in Greenfield.   Ã¢â‚¬Å"Stop Thief† is a good example: â€Å"Policeman, policeman,/Help me please./Someone went and stole my knees./I’d chase him down but I suspect/My feet and legs just won’t connect.†Ã‚   (13)   His humor is less sweet than Greenfield, slyer and more openly comical; he writes as an adult using children as his subject and part of his audience.   In the limerick â€Å"Crowded Tub,† he draws on a common childhood experience:   â€Å"There’s too many kids in this tub./There’s too many elbows to scrub./I just washed a behind/That I’m sure wasn’t mine,/There’s too many kids in this tub.†Ã‚   (86)He uses a more objective voice than Greenfield, and while he writes from the child’s point of view, he also adds insights into children’s behavior that only an adult may have.   In â€Å"Friendship,† he comments on children’s bossiness with a jocular tone (indeed, he does not scold or moralize), and even his more bizarre poems lack malice or harm.   â€Å"Quick Trip,† which spreads a four-line poem across a four-page drawing of a lizard-like creature, is more humorous than frightening: â€Å"We’ve been caught by the quick-digesting Gink/And now we’re dodgin’ his teeth . . ./And now we are restin’ in his intestine/And now we’re back out on the street.†Ã‚   (116-119)   Silverstein depicts being swallowed by a monster as funny , with the speaker unharmed.Greenfield roots imagination more in everyday experiences and the kinds of escapist thought that a child like she might have been would have conceived.   Silverstein, meanwhile, draws less from experience and more from whimsy and humor, using a voice both adult and child-like.   Both authors rely on humor and imagination, albeit in different ways.

25 Writing Competitions You Should Enter

25 Writing Competitions You Should Enter 25 Writing Competitions You Should Enter 25 Writing Competitions You Should Enter By Mark Nichol Have you completed one or more short stories, poems, or nonfiction pieces? Perhaps you’d like some motivation or to take the next step with them. This post lists writing competitions for 2011 that feature cash prizes of $1,000 or more and, often, publication deals for the winner (plus, for many contests, additional prizes for winners and other contestants). Note, however, that such competitions often require an entry fee (generally $15-$20 per entry), and some require the submitted material to be previously unpublished. Go to the contest Web site for information about costs and other details. The competition can be fierce, but even if you don’t win, the benefits are valuable: Completing and submitting an entry helps you develop word-count precision and deadline discipline. You may not earn a four-figure cash prize, but you could win some honorable-mention mad money or other prizes. You have a completed manuscript you can submit to other competitions or to agents. Good luck! Poetry 1. The Pinch Journal Poetry Contest Deadline: March 1 Type of submission: online or offline Length of submission: 1-3 poems Prizes: $1,000 and publication 2. Normal Prize in Poetry Deadline: March 4 Type of submission: online Length of submission: 5 pages or 5 poems Prizes: $1,000 and publication 3. Boston Review Fourteenth Annual Poetry Contest Deadline: June 1 Type of submission: offline Length of submission: up to 10 pages Prize: $1,500 and publication 4. Bellevue Literary Review’s Marica and Jan Vilcek Prize in Poetry Deadline: July 1 Type of submission: online Length of submission: up to 3 poems (maximum 5 pages) Prizes: $1,000 and publication 5. Lulu Poetry Contest Deadline: continuous entry Type of submission: online Length of submission: not specified Prizes: annual $5,000; monthly $250; daily $25 Short Fiction 6. he Pinch Journal Fiction Contest Deadline: March 1 Type of submission: offline Length of submission: up to 5,000 words Prizes: $1,500 and publication 7. Sycamore Review’s Wabash Prize for Fiction Deadline: March 1 Type of submission: offline Length of submission: up to 10,000 words Prize: $1,000 and publication for winner 8. Potomac Review Annual Contest Deadline: March 1 Type of submission: online or offline Length of submission: 2 stories of up to 2,000 words Prize: $1,000 and publication for winner 9. Normal Prize in Fiction Deadline: March 4 Type of submission: online Length of submission: up to 10,000 words Prizes: $1,000 and publication for winner 10. Colorado Review’s Nelligan Prize Deadline: postmarked March 11 Type of submission: online or offline Length of submission: under 50 pages Prizes: $1,500 and publication for winner 11. New Rivers Press American Fiction Prize Deadline: May 1 Type of submission: online or offline Length of submission: up to 7,500 words Prizes: $1,000, $500, $250; publication for winners 12. Drue Heinz Literature Prize Deadline: postmarked May 1-June 30 Type of submission: offline Length of submission: not specified Prize: $15,000 and publication 13. Carve Magazine’s Raymond Carver Short Story Contest Deadline: May 15-June 30 Type of submission: offline Length of submission: up 6,000 words Prizes: $1,000, $750, $500, $250; considered by literary agencies 14. Howard Frank Mosher Short Fiction Prize Deadline: postmarked June 30 Type of submission: online or offline Length of submission: up to 10,000 words Prizes: $1,000 and publication, $100 15. Bellevue Literary Review’s Goldenberg Prize in Fiction Deadline: July 1 Type of submission: online Length of submission: up to 5,000 words Prizes: $1,000 and publication Nonfiction 16. Michael Steinberg Essay Prize Deadline: February 28 Type of submission: offline Length of submission: up to 6,000 words Prizes: $1,000 and publication; publication consideration for runner-up 17. Normal Prize in Nonfiction Deadline: March 4 Type of submission: online Length of submission: up to 10,000 words Prizes: $1,000 and publication 18. Creative Nonfiction Anger Revenge Contest Deadline: March 16 Type of submission: offline Length of submission: up to 4,000 words Prizes: $1,000, $500 19. Writers @ Work Writing Competition Deadline: March 20 Type of submission: offline Length of submission: up to 7,500 words Prizes: $1,000, $350, $100; publication consideration for each winner 20. Bellevue Literary Review’s Burns Archive Prize in Nonfiction Deadline: July 1 Type of submission: online Length of submission: up to 5,000 words Prizes: $1,000 and publication Multiple Awards 21. Glimmer Train’s Very Short Fiction Award Deadline: January 1-31, July 1-31 Type of submission: offline Length of submission: up to 3,000 words Prizes: $1,200, publication, and 20 copies; $500; $300 22. Glimmer Train’s Fiction Open Deadline: March 1-31, June 1-30, August 1-30, December 1-31 Type of submission: offline Length of submission: 2,000-20,000 words Prizes: $2,000, publication, and 20 copies; $1,000; $600 23. Glimmer Train’s Short-Story Award for New Writers Deadline: postmarked March 31, postmarked September 30 Type of submission: offline Length of submission: 3,000-12,000 words Prizes: $1,200, publication, and 20 copies; $500; $300 24. Glimmer Train’s Family Matters Deadline: April 1-30, October 1-31 Type of submission: offline Length of submission: 3,000-12,000 words Prizes: $1,200, publication, and 20 copies; $500; $300 Miscellaneous And, of course, no self-respecting list of writing competitions would be complete without this one: 25. Bulwer-Lytton Fiction Contest Deadline: April 15 Type of submission: online or offline Length of submission: up to about 50-60 words Prize: â€Å"a pittance† This whimsical contest is devoted to parodying the purple prose of Edward George â€Å"It Was a Dark and Stormy Night† Bulwer-Lytton and his ilk by crafting, as it were, the most absurdly inept opening line from a (fortunately) nonexistent novel. For more information, go to the slightly disheveled Web site and search for â€Å"The rules to the Bulwer-Lytton Fiction Contest.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Competitions category, check our popular posts, or choose a related post below:Avoid Beginning a Sentence with â€Å"With†What is Dative Case?What’s the Best Way to Refer to a Romantic Partner?

Case study Essay Example | Topics and Well Written Essays - 250 words - 32

Case study - Essay Example Per se, the products are mainly associated with fun placing them in the category of luxurious products (Naggar 159). An effective problem to this problem is developing strategies for marketing the cereals. One of the best marketing strategies will be effective campaign (Naggar 169). Effective campaign will incorporate some of the traditional Arabic food into the breakfast basket for the whole family. The campaign should target mothers and house helps as they form the chief consumers/buyers of food stuff (Naggar 180). The second solution will be is merging with local companies to increase credibility to the consumer. Arabian countries have strict rules when it comes to many things and among them is food. A merger with a local company will effectively dilute the mistrust of the products being offered by Kellogg Company (Naggar 191). These mergers apart from increasing acceptability in the new markets, they also reduce competition of the market share. Kellogg Company management should encourage take- over and mergers with local companies (Naggar 200). Kellogg Company should understand the consumers and consumer behaviors of the people in the gulf countries in order to effectively penetrate these markets (Naggar 220). The above two solutions form core bases for the impending problem of the

Recommendation letter for admission Essay Example | Topics and Well Written Essays - 750 words

Recommendation letter for admission - Essay Example I write this letter to you to highly recommend the application of Mr. xxx for admission to Columbia University’s LLM program. He is an excellent fit for Columbia’s unique program and I take great delight in acknowledging below, the accomplishments and service that Nicholas has rendered to our esteemed firm.In November 2004, Baker & McKenzie started a selective hunt for a single candidate to join our Corporate and Merger & Acquisition departments. After interviewing nearly 80 candidates and assessing them with case method tests, we accepted Nicolas. For a young man of 23, he already had a remarkably full resume and his overall experience was one of the deciding factors in our decision.After joining our firm, Nicholas rapidly became a key player in our Corporate and Merger & Acquisition departments. In the months that followed, Nicolas joined a team of 10 attorneys in developing last year’s largest merger that involved an International Communications Company. Nicol as worked smoothly with the other members of the team—all of whom were at least 15 years older—and proved to be the communications link between all departments for that important transaction. Ever since that merger took place, Nicolas has always been the communications liaison in every operation that he is involved with. As a senior associate of the Merger & Acquisition Department, I am in charge of important international transactions.... In a two-hour meeting, Nicolas helped find a simple but brilliant solution by using nominal local shareholders for the bid and then transferring the shares to our client. In terms of undertaking and completing assignments, Nicolas is able to handle pressure with professionalism and responsiveness to both the clients' needs and the firm's needs. He was recently entrusted with closing the urgent sale of a large International Pharmaceutical Company in Uruguay and Mexico. Within two weeks, he had traveled to both countries and successfully executed the agreements. He is now in charge of reviewing all documents at closing and creating a checklist that is appended to the agreement. Nicolas's biggest strength is Client Care. His experience in the Criminal Underage Court and Labor Law firms has given him extensive and quality training in terms of dealing with people from all walks of life. His great sense of humor and dynamic personality has also saved us on many occasions. A particularly difficult account comes to mind: We were facing severe miscommunication glitches with a multinational Italian company, a European-style family business that had recently decided to settle in Argentina. Based on Nicolas's cultural background, language and people skills, we invited him to come aboard. Once he had analyzed the case, he indicated our weakness lay in the lack of personal contact and suggested that we invite the client's General Legal Counsel, who lived in Milan, to a meeting at our Buenos Aires office. Nicolas had learned that the Counsel's family and his own family (mother's side) were from the same Italian town, xxx. This was a good starting point for the meetings, most of which Nicolas led in fluent Italian. After

Tort Reform in the USA Research Paper Example | Topics and Well Written Essays - 750 words

Tort Reform in the USA - Research Paper Example   Ã¢â‚¬Å"What is tort reform?† is an article written by Eddins & Greenstone (2009) for the HG.org. This article greatly assists readers in getting a clear view of the tort reform in the US. In order to clearly depict this concept, the authors describe the term tort. They simply define tort as â€Å"a non-criminal civil wrong that is caused either on purpose or through negligence† (Eddins & Greenstone, 2009). Article writers say that medical malpractice and false imprisonment are some examples of tort. The tort reform attempts to put procedural limits on an individual’s ability to file claims and restrict awards of damages. In other words, tort reform imposes some limitations on the maximum amount the injured party can claim and the amount of time an aggrieved individual has to file a claim. The article claims that this policy may reduce frivolous lawsuits whereas it also takes away some rights of the victim. In his article â€Å"Tort reform important to U.S. fu ture† published in CNN U.S, Dobbs (2005) points out long-term benefits of the tort reform. The author says that the proposed tort reform would amplify the nation’s economic growth as this policy is capable of reducing the enormous burden of tort litigations costs. The writer justifies his argument by pointing that US tort system has already exceeded $200 billion a year and this figure accounts for the nation’s 2% of GDP. Dobbs also illustrates that this figure may rise to roughly 8% unless necessary changes are made to the current tort system. Throughout his article, Dobbs refers to European court systems to support the terms of the tort reform in the US. Bornstein and Robicheaux (2008), in their book â€Å"Civil juries and civil justice: psychological & legal perspectives†, address different aspects of the proposed tort reform. The authors state that torts are not criminal offenses and they are aimed at determining liability but not guilt. Bornstein and R obicheaux (2008) point out that there are more tort trails in the United States than contract cases. As a result of increasing tort cases, legal authorities are forced to spend greater amounts of money and time on this issue. The writers also indicate that the proposed reform is the only sensible strategy to bring the US’ civil justice system under control (p.5). The article â€Å"Tort reform hurts citizens† was written by Alley Jordan (2011) and published on The Falcon website. The article writer argues that the tort reform policy would notably limit the constitutional rights of citizens. According to the tort reform proposal, a corporation cannot be sued over a certain amount as fixed by its state. This provision prevents plaintiffs from recovering complete damages. The author argues that arbitration clauses in the tort reform are likely to limit plaintiffs’ right to claim against corporations. The gag order is another constitutionally violating aspect of the proposed tort reform and it restricts the plaintiff’s right to speak about the trial publicly. The author concludes the article by stating that â€Å"tort reform is good for the corporations that support it, but is not good for average citizens† (Jordan, 2011).  Ã‚  

Communication Reflection using the Atkins and Murphy Model

Communication Reflection using the Atkins and Murphy Model INTRODUCTION I will outline a personal experience, which identifies aspects of effective communication. I was a student nurse of about ten weeks on my first placement fourteen years ago. I was working on an acute medical ward when a patient I was looking after became unwell and clammy. I aim to explore my feelings about the events that transpired, and describe what I would do differently if anything similar happens in the future using Atkins and Murphys (1994) framework for reflection. DESCRIPTION A patient I will call Mrs Costa, to maintain confidentiality (UKCC 1998), had been on the medical ward for a week. I was allocated to care for her. I reported to the nurse in charge of the ward that day that Mrs Costa was clammy and looking unwell. I was sent to fetch another nurse. I did not know what was going on and there was lots of shouting and staff running about, then the curtains were closed around Mrs Costas bed. The other patients were asking what was happening, so I attempted to reassure them that everything was fine and then I just kept out of the way lacking confidence to do or say anything else. When the phone started to ring I went to answer it. As I was going a patient with immobility problems decided to walk unaided. She managed about four paces before collapsing in the middle of the ward. Two or three doctors came running into the ward and seeing the collapsed patient thought it was for her, they were called. The staff nurse shouted at me in front of the patients and staff for not letting the doctors know which patient they had been called for. I was very embarrassed and felt really stupid. The staff nurse told me the patient had died and because she had important things to do I had to phone Mrs Costas husband and ask him to come to the ward. I said I didnt think I should be doing it and she told me it was good experience, but not tell her relatives that Mrs Costa had died on the phone. I had no idea what to say at first. The family were Greek and understood very little English. I just remember Mr Costa asking if his wife was all right. I said she was unwell and could he come in as soon as he was able. As Mr Costa arrived on the ward, the shift ended and nobody really discussed the days events. I went home and burst into tears. ANALYSIS Having been on placement for only two weeks, I did not have enough knowledge or experience to deal with these events. I remember feeling that I was in too deep I did not know how to help Mrs Costa. I recall how I felt left out and useless in dealing with a cardiac arrest. I am now aware that nurse training in the 1980s was of a low standard and unprofessional (Redfern 1999). I recognise that with experience I would be able to deal with emergency situations and that I did the right thing by reporting Mrs Costas condition to the charge nurse. Since the introduction of Project 2000 I am aware that students are not expected to care for patients without the support of qualified staff. I am also aware that a student would not be left alone to tend to the other patients while all the qualified staff assisted the cardiac arrest team. When I was getting into trouble I felt embarrassed and stupid. Looking back I understand that the staff nurse was probably under a lot of pressure due to the circumstances surrounding the cardiac arrest, but I felt like a naughty schoolgirl. I am also aware of the need for constructive criticism in order to improve my standards of practice (Betts 2002). I do however think that this should be given behind closed doors and in discussion form rather than a row, which appears unprofessional. I felt guilty when the other patient fell. Since reflecting I would make my priority the care of the other patients on the ward and realise that answering a phone would have been less important (Potter and Perry 2001). Mentors are now allocated to students to provide support and guidance including identifying priorities. Spending time with other patients, reassuring them and allaying their fears would be more useful. Again this is something that would come with experience I also felt very guilty lying to Mr Costa saying his wife was sick when I knew that she had died. I remember the phone call so clearly. I now realise that I should have firmly refused, as I did not have adequate training (UKCC 1992), to make the phone call but listened to a qualified staff member making the call so that I could still gain experience. I realise that nowadays mentors and charge nurses would help students and other members of staff discuss situations like this to let them reflect on the events. I think that reflective practice would have been useful at the time (Heath and Taylor 2002), as I was unprepared for the events and felt emotionally drained afterwards. EVALUATION Although this situation is mainly negative it has provided me with some useful experiences for the future. I know that new student nurses require the knowledge and backup of a qualified member of staff or team. Charge nurses should not vent stress on other staff especially in public, but should take them aside and point out what they could do to improve. I now realise how important it is to have a member of staff tending to the patients and reassuring them when an emergency situation takes place (Heath and Taylor 2002). Although I did not like lying to a relative I also understand the importance of not divulging information (UKCC 1996) over the phone and that news of a sudden death could be very traumatic if the relatives were on their own with no support. CONCLUSION OF LEARNING In future I would make sure I knew the ward protocol for emergencies. In any new situation I would try to learn as much as I could about that particular speciality to gain confidence. I would use questioning to improve my knowledge in the area thereby improve my understanding. I would take into account other peoples weaknesses. I would reassure the other patients if I were not directly involved in the emergency. In accordance with UKCC guidelines (1998) I would only take part in practices for which I had relevant training.

Ethical Controversies Involved in the Use of Germ-line and Somatic Gene

Ethical Controversies Involved in the Use of Germ-line and Somatic Gene Therapies Abstract There are many sides to the issue of using germ-line and somatic germ therapies. Many people argue that it should be stopped completely, whereas others argue that both germ therapies should continue for the benefit of all people. There are other arguments that lie somewhere in between. Most of the controversy is caused by germ-line gene therapy because it can be passed on through generations. Somatic gene therapy has more support and funding but is still considered untrustworthy by many who believe it may also affect the germ-line in some cases. These moral arguments have called the stop to many cases and experiments, more so after a patient treated with gene therapy dies. In the ongoing fight for the elimination or continuation of gene therapy, there are four main positions (Sadler et al., 2005). One position is to bring an end to both germ-line and somatic gene therapy practices. This group argues that using gene therapy on humans is dangerous and that changing genes to attempt to make improvements is wrong. It is seen as creating the possibility to design children before birth and change mental and physical characteristics of the next generation, bringing an end to diversity (Sadler et al., 2005). In 2000, the American Association for the Advancement of Science banned â€Å"inheritable genetic modification† (Fischer, 2000). They believed that risks from the gene therapy procedures might not cause genetic problems for a few generations after the patient is treated. The AAAS suggested that trials and experiments with gene therapy be stopped. Another position in the gene therapy ethical argument is to proceed with all gene therapy... ...rapy investigations proliferate. Nature Medicine [On-line serial]. Vol. 6. Retreived July 21, 2005 from the Internet: http://www.nature.com/nm/journal/v6/n3/full/nm0300_235a.html Nowak, R. (1995, March). Patent award stirs controversy. Science [On-line serial]. Vol. 267. Retreived July 21, 2005 from the Internet: http://web5.infotrac.galegroup.com/itw/infomark/184/377/69240368w5/purl=rcl_EAIM_0 Sadler, T. & Zeidler, D. (2005). Negotiating Gene Therapy Controversies. The American Biology Teacher [On-line serial]. Vol. 66. Retreived July 21, 2005 from the Internet: http://www.bioone.org/bioone/?request=get-document&issn=0002-7685&volume-66&pa Shannon, T. (1999, March). Ethical issues in genetics. Theological Studies [On-line studies]. Vol. 60. Retrieved July 21, 2005 from the Internet: http://web5.infotrac.galegroup.com/itw/infomark/184/377/69240368w5/purl=rcl_EAIM_0