Essay on A Look at Gene Therapy - 1264 Words

Would you consider altering your DNA if it could save your life? Scientist have been working on gene therapy since the 1970s, this biotechnological form of medicine is the attempt to medically modify cells to help eliminate or prevent diseases by correcting defective genes. Imagine the possibilities of having your DNA tested for heritable diseases and being able to eliminate such diseases from your future. From 1990-2003 the Department of Energy coordinated a project called the Human Genome Project, in which it asked, Why screen for individuals at increased risk for genetic diseases who do not exhibit symptoms? On the pro or benefit side, we want to reduce morbidity and mortality. The idea is, if we could find the disease early before†¦show more content†¦Somatic therapy is the method of gene therapy that can be used on existing human beings, as in it is the modification of genes and introducing them back into the body. According to the Genetics Public Policy Center, Somatic gene therapy has only been successful a few times during a clinical trial, in treating the X-chromosome linked severe combined immunodeficiency syndrome (X-SCID). The trial was somewhat unsuccessful for some of the children who participated, as they developed leukemia (dnapoicy.org). There was success with a 4 year old and 9 year old, who underwent the same procedure for SCID, and both are alive today. (McCain, 2005). Somatic therapy does not affect future generations because the modified genes are not passed on, as it does in germ-line therapy. The purpose of Human Germline Genetic Modification (HGGM) therapy is to permanently modify the genetic makeup of a gene, which would pass to future offspring. This could ultimately change the appearance of future generations and not just focus on curing diseases. There are no reports that HGGM therapy has been performed on humans. There are a lot of unknowns with this type of therapy regarding side effects and future development of the fetus, however; with the advancements in reproduction technologies and stem-cell research, scientist may be closer to being able to perform this type of therapy. As with anything new and controversial there areShow MoreRelatedThe Future Of Unregulated Germ Line Gene Therapy1373 Words   |  6 Pagesback from your procedure to alter your genes for brown hair and green eyes because you didn t want to pass them on to your chi ld. Everyone is saying that having brown hair and green eyes is unattractive now and they re unwanted traits for future generations. Three months later the â€Å"fad† changes and people begin to think that having green eyes won t be so bad after all and that they re actually unique. Now you re left with passing on the Version 1.0 gene pool to your children while everyone elseRead MoreUsing Gene Therapy1211 Words   |  5 PagesGene is a relatively new but rapidly developing way to treat or cure people of certain diseases. Instead of using a drug or surgery to cure or treat someone they are using gene therapy as a way to insert a gene into the patients cells. If this technique works then it can be an amazing option for someone with a disease with otherwise no cure. Along with this new technique come many risks and dangers that question the ethics involved in doing this. Even though it is only still being tested it can beRead MoreIs It Right Or Wrong? Essay1611 Words   |   7 Pages With the world of technology making advances so quickly we sometimes forget our own limits as a mortal species. Genetic therapy has the potential to save millions of people from genetic mutations and protein deficiencies. This paper will go on to argue that the Utilitarianism approach in ethics shows all the right things about genetic therapy. The first-time gene therapy was used on a patient dates back in the 1990s when a four-year-old girl had adenosine deaminase deficiency. With this diseaseRead MoreUsing Modified Dna Inserted From An Organism With A Missing Or Mutated Sequence?1050 Words   |  5 PagesGene therapy is a rapidly developing technology first used in 1990.1 It involves the use of modified DNA inserted into an organism with a missing or mutated sequence. There are two methods of delivering this correction into the patient’s cells. In the viral method, a virus containing the vector with the corrected form of the gene, infects the cell naturally. Ade noviruses, adeno-associated viruses, lentiviruses, and retroviruses can all be used. They each utilize a different method of delivery andRead MoreGene Therapy And Germline Therapy1612 Words   |  7 PagesGood afternoon Mr David and class. Today the topic of gene therapy will be discussed, so to begin, what is gene therapy? Basically, gene therapy is the modification of genes to alter a certain characteristic that ultimately can cure a genetic disease. There are two types of gene therapy: somatic gene therapy and germline gene therapy. Somatic gene therapy is when blood cells are extracted from a person and a normal gene is then inserted into the defective cell. This does not prevent the disease fromRead More Ethics of Genocide and Eugenics Essay1407 Words   |  6 PagesGene Therapy: Genocide and Eugenics or Striving for a More Perfect Population Controversy and Ethics Just as there are different types of people who look at one glass of water and describe it as half full or half empty, the public has many different views on the future of our society. Gene therapy is also a glass that can be viewed in different angles – different perspectives. Some say it has great potential to shape the ideals of our future, while others believe it signifies intolerance forRead MoreGene Therapy: The Process of Transferring DNA in to a Drug as Treatment746 Words   |  3 Pages Gene therapy is processes of transferring DNA in to a drug as a treatment for certain diseases. Gene therapy was for discovered in the mid 1970’s and it is simply developing a therapeutic form of DNA and putting it into a patient’s cells. In other words this experimental technique in other words uses genes as a treatment or as a prevention to certain diseases. The why this works is that genes are passed down through inheritance. Meaning they go from a parent to its child and then to the child’sRead MoreThe Discovery Of Gene Therapy1694 Words   |  7 Pagesnew information about genes and protein synthesis quickly followed (NLM, 2014). This new knowledge about genes made scientists look at the biological processes in new ways (Nobel Prize.org, 2014). One of the biggest breakthroughs was the development Gene Therapy. This paper will demonstrate how Gene Therapy is an important step in revolutionizing medicine and treating disease. It is believed that Gene Therapy holds the key to permanently curing disease. Gene Therapy Researchers haveRead MoreErfect Humans. WhatS So Great About Genetically Modified1175 Words   |  5 Pagesalter human DNA and genes to help prevent diseases genetically. Some of the conditions that can be addressed when a human is genetically modified are, it can edit the human DNA and take out the gene that gets us sick. For example HIV, Sickle Cell Anemia, some forms of genetic blindnesses. All of these would be just be fixed on the embryos, and they would have no ethical issues because they only affect the adult s primary cells( Lauren F Friedman). A step to making gene therapy more popular. (dateRead MoreGenetic Treatment : An Expensive Technique That Can Only Be Affordable Essay858 Words   |  4 Pages(2015), a gene therapy in Europe costs $1 million in general and this is unaffordable to majority of people who would then prefer buying normal medications. It is for this reason that most hospitals do not offer the service. However, plans are underway to make the financial burden lighter by coming up with reasonable payment plans. In general, acceptability of genetic treatment has largely been hindered partly by the costs involved in the whole process. Many treatment sessions Also, most gene treatments

Family Health Assessment Of Mr. Schulz Family Essay

Family Health Assessment of Mr. Schulz Family Family health assessment is a collection of subjective and objective data of a health status of the family. Mr. and Mrs. Schulz were interviewed for the family health assessment. Schulz family has four members in the family. They are dad-Michael, mom-Lori, and two daughters Jessica and Rachel. Gordon’s functional health patterns will be used to do the family health assessment. Gordons 11 functional health patterns are health perception-health management pattern, Nutritional-metabolic pattern, elimination pattern, activity-exercise pattern, sleep-rest pattern, cognitive-perceptual pattern, self-perception-self-concept pattern, role-relationships pattern, sexuality-reproductive pattern, coping-stress tolerance pattern, and value belief pattern (Edelman Kudzma, 2014, p. 184). This paper will summarize the findings for each functional health pattern of Schulz family, and present three wellness and family nursing diagnosis at the end. Schulz family thinks health is wealth. This family tries to prevent health as much as possible. They wash their hand before eating and brush their teeth after meal. Each individual in the family take shower daily. They are up to date with vaccinations. We eat 3 meals a day. We go to church on Sunday. We attend most of our family functions such as birthdays, weddings, and wedding anniversaries. There are Wal-Mart, Cub Food, County Market, Mc Donald, Dairy Queen, Pizza Hut, and Burger King close toShow MoreRelatedThe Efficacy Of Sodium Fluoride1401 Words   |  6 Pagesmonth, no active carious lesion present, dietary analysis shows high cariogenic diet, committed to attend every six months. Children excluded from the study: children who already have restorations, with medical and behaviour problems affecting oral health; also children living in areas with fluoridated water, to remove confounder factor. Informed parental consent was taken. Provision was made for non-English-speakers Follow up was done 2 year later. 2. Interventions or exposures of Interest: CompleteRead MoreCommunication Skills For Patients With Cancer4432 Words   |  18 Pages showing empathy, initiating psychosocial discussion, ethical and professional behaviour, and should be a core element in medical education. Inadequate focus on the softer skills like communication during the training scheme and during the assessments, may lead to the trainee being inadequately equipped to deal with difficult clinical situations once they become consultants and having to learn it the hard way without any support. Ineffective communication in clinical interactions could contributeRead MoreCommunication Skills For Patients With Cancer4604 Words   |  19 Pages showing empathy, initiating psychosocial discussion, ethical and professional behaviour, and should be a core element in medical education. Inadequate focus on the softer skills like communication during the training scheme and during the assessments, may lead to the trainee being inadequately equipped to deal wi th difficult clinical situations once they become consultants and having to learn it the hard way without any support. Ineffective communication in clinical interactions could contributeRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesConflicts 21 †¢ Creating a Positive Work Environment 22 †¢ Improving Ethical Behavior 22 Coming Attractions: Developing an OB Model 23 An Overview 23 †¢ Inputs 24 †¢ Processes 25 †¢ Outcomes 25 Summary and Implications for Managers 30 S A L Self-Assessment Library How Much Do I Know About Organizational Behavior? 4 Myth or Science? â€Å"Most Acts of Workplace Bullying Are Men Attacking Women† 12 An Ethical Choice Can You Learn from Failure? 24 glOBalization! Does National Culture Affect OrganizationalRead MoreOrganisational Theory230255 Words   |  922 Pagesmedia that provide insights into the issues covered in the chapter. Discussion questions Finally, each chapter concludes with a number of questions that have been developed for use in seminar discussions or would be suitable as the basis for assessments. . List of figures Figure 1.1 Figure 1.2 Figure 1.3 Figure 1.4 Figure 1.5 Figure 1.6 Figure 1.7 Figure 1.8 Figure 1.9 Figure 1.10 Figure 2.1 Figure 2.2 Figure 2.3 Figure 2.4 Figure 2.5 Figure 2.6 Figure 3.1 Figure 3.2 Figure 3.3 Figure

The Golden Lily Chapter 10 Free Essays

THE SAN DIEGO TRIP continued to bother me, even though I knew I should let it go. As I often reminded myself, Adrian wasn’t my concern, not like Jill and the others. Yet, I couldn’t stop thinking about the terrible confrontation with him and Nathan – or Adrian’s face afterwards. We will write a custom essay sample on The Golden Lily Chapter 10 or any similar topic only for you Order Now I felt even worse when a worried Eddie came to talk to me about Jill during breakfast on the following Monday. â€Å"Something’s wrong with her,† he told me. Immediately, I looked up toward the cafeteria line, where Jill was waiting with her tray. There was a vacant look on her face, like she was barely aware of her surroundings. Even with no magical talent for auras, I could practically see the misery radiating off of her. â€Å"Micah’s noticed it too,† Eddie added. â€Å"But we don’t know anything that could be upsetting her this much. Is it because of Lia? Or is she being harassed again?† In that moment, I wasn’t sure who I felt worse for: Adrian, Jill – or Eddie. There was practically as much pain in Eddie as there was in Jill. Oh, Eddie, I thought. Why do you keep doing this to yourself? He was clearly worried about her but wouldn’t dare approach her or offer comfort. â€Å"There’s nothing wrong with Jill. It’s Adrian, and she’s feeling it through the bond. He’s going through a rough time.† I offered no more details on Adrian’s situation. It wasn’t my story to tell. Eddie’s face darkened a little. â€Å"It’s not fair that she has to endure his moods.† â€Å"I don’t know,† I said. â€Å"Seems like it might be a fair trade for her being alive.† Adrian using spirit to bring Jill back from the dead was still a troubling matter for me. Every bit of Alchemist training I had said that kind of magic was wrong, far worse than any of the other magic I’d witnessed. One could even argue that what he’d managed was only a few steps away from the undead immortality of Strigoi. At the same time, whenever I saw Jill bright and alive, I was convinced that Adrian had done a good thing. I’d meant it when I said as much to him in San Diego. â€Å"I suppose,† said Eddie. â€Å"I wish there was a way she could block him out. Or at least a way to make him a little less moody.† I shook my head. â€Å"From what I’ve heard, Adrian was like that long before Jill was shadow-kissed.† Still, that conversation stuck with me, and I spent the day asking myself: what could I do to make Adrian happier? A new father obviously wasn’t possible. I would have tried that on myself years ago if I could. Slushes were also out, partially because they only offered ten minutes of comfort and because I was still recovering from the last one. An idea finally came to me later on, but it wasn’t one I could easily implement. In fact, I knew my superiors would say it was nothing I should even attempt – which is why I decided to do it in a way that wouldn’t leave an e-mail or paper trail. I couldn’t do it today, however, so I made a mental note to deal with it later. Besides, who could say? Maybe Adrian would shake off the effects of his fatherly encounter on his own. These hopes were actually reinforced when I saw Jill the next day at a school assembly. Assemblies like this were still a new concept to me, and we’d had exactly two since school started. One had been a welcoming gathering during our first week. The other had been a pep rally to cheer on the football team before Homecoming. Today’s was called â€Å"Healthy Lifestyles.† I couldn’t figure out what it was about or why it was important enough to interrupt my chemistry class. We were seated by grade in the school’s gym, putting Jill and me in separate sections of the bleachers. Craning my neck to get a glimpse of her, I saw her sitting down near the front with Angeline and several friends she’d made through Micah. They’d welcomed her easily once they got to know her, which wasn’t a surprise with how nice she was. Even Laurel, a girl who’d once tormented Jill, now gave her a friendly look. Angeline said something that made Jill laugh, and, overall, there was definitely an improvement in Jill’s attitude. A very big improvement, judging from how much she was giggling. My spirits rose. Maybe Adrian really had bounced back. â€Å"Can someone tell me what this is about?† I asked. I had Eddie and Micah on one side of me, Trey on the other. â€Å"It’s this group that comes to school and gives presentations about things like drugs and safe sex,† explained Micah. He was pretty active in student government, so I wasn’t surprised he knew about today’s agenda. â€Å"Those are kind of big topics,† I said. â€Å"Isn’t this just supposed to be an hour? Doesn’t seem like they can really provide thorough coverage of these issues.† â€Å"I think it’s just supposed to be a quick overview,† said Trey. â€Å"Not like they’re trying to do a seminar or anything.† â€Å"Well,† I declared. â€Å"They should.† â€Å"Did we miss anything?† Julia and Kristin pushed their way through others and squeezed themselves in between Trey and me. Trey didn’t seem to mind. â€Å"We’re trying to explain the point of this to Sydney,† Trey told them. â€Å"I thought the point was to get out of class,† said Julia. Kristin rolled her eyes. â€Å"This’ll show you what you were missing by being homeschooled, Sydney.† Nothing could have prepared me for the spectacle that followed – mostly because never in my craziest dreams had I imagined weighty social issues would be addressed in musical numbers. The group performing for us called themselves Koolin’ Around, and the inappropriate use of that K was nearly enough to make me walk out then and there. Before each song, they’d give a quick and totally vague info-blurb about the topic or – even worse – a skit. These little lectures always began with, â€Å"Hey, kids!† The first song was called â€Å"STDs Are Not for Me.† That was when I took out my math homework. â€Å"Come on,† Eddie told me, laughing. â€Å"It’s not that bad. And people should know about this stuff.† â€Å"Exactly,† I said, not looking up from my homework. â€Å"In trying to be ‘hip’ and ‘relatable,’ they’re trivializing issues that need to be taken more seriously.† The only time I tuned in again was when Koolin’ Around had moved on to the evils of alcohol. One of the lyrics in their particularly atrocious song was, â€Å"Don’t listen to what your friends say / Bourbon will totally ruin your day.† â€Å"Ugh. That’s it,† I muttered. I sought out Jill again. She was watching with kind of a stunned disbelief, but just like earlier, there was none of that despair or melancholy. Some gut instinct told me why she’d had the mood change. Adrian hadn’t snapped out of his gloom. Most likely he was drinking his way through it. Sometimes Jill would pick up some of the sillier side effects of intoxication – like the giggling I’d observed earlier – but eventually, alcohol actually numbed the spirit bond. The bright side of his indulgence was that it spared her some of his depression. The down side was that she could actually suffer the physical effects of a hangover later. Koolin’ Around mercifully reached their last song, a big production number celebrating the joys of feeling good and living a healthy, happy lifestyle. They pulled up members of the student body to dance with them, earning a variety of reactions. Some students just stood there frozen and embarrassed, wearing expressions that said they were counting the seconds until this ended. Other students – particularly those who normally sought attention in class – made the biggest, most outlandish spectacle they could of themselves. â€Å"Sydney.† The warning note in Eddie’s voice stopped me as I was about to return to my homework. That kind of concern could only be reserved for Jill, and I immediately looked at her again. Only, she wasn’t the issue. Angeline was. One of the Koolin’ Around members was trying to coax her out and even grabbed her hand. Angeline shook her head emphatically, but the guy seemed oblivious. Angeline might be okay around wild dances in the backwoods of West Virginia, but this was not a situation she was comfortable with. To be fair, what happened next wasn’t entirely her fault. He really should have left her alone when she said no, but I guess he was too caught up in his feel-good mood. He actually managed to drag her to her feet, and that’s when Angeline made her disapproval perfectly clear. She punched him. It was pretty impressive since the guy had almost a foot on her in height. I supposed that came from Eddie’s training in how to take out taller Moroi. The guy staggered backward and fell, hitting the floor hard. There was a gasp from most of the students sitting nearby, though only one of the band members – a guitarist – noticed. The rest kept on singing and dancing. The guitarist hurried forward to her fallen colleague and must have threatened Angeline’s personal space because Angeline punched her too. â€Å"Eddie, do something!† I said. He turned to me in astonishment. â€Å"Like what? I’d never make it there in time.† It was true. We were two thirds of the way up in the bleachers, surrounded by others. I could only watch helplessly as the rest of the spectacle unfolded. The band soon caught on that something was terribly wrong, and their music faltered, finally coming to silence. Meanwhile, a group of teachers had rushed the floor, trying to pry Angeline away from Koolin’ Around’s bass player. There was a frantic look in her eyes, like a trapped animal that had gone beyond reason and only wanted escape. The teachers finally managed to restrain her, but not before she’d thrown a speaker at the lead singer (she missed) and punched the school’s shop teacher. Trey leaned forward, mouth gaping. â€Å"That’s your cousin? Wow.† I didn’t even bother responding. All I could think about was how in the world I was going to do damage control this time. Fighting was a serious offense in and of itself. I couldn’t even imagine what attacking a motivational musical group would elicit. â€Å"She took out, like, three people twice her size!† Kristin exclaimed. â€Å"And I mean took out. Knocked them to the floor.† â€Å"Yeah, I know,† I said dismally. â€Å"I’m right here. I saw it all.† â€Å"How was she even able to do that?† asked Julia. â€Å"I taught her some moves,† remarked Eddie in disbelief. Unsurprisingly, no one even bothered sending this to Mrs. Weathers. Angeline was referred directly to the principal and vice principal. After her display, maybe they felt there was safety in numbers. It may have been Mrs. Weathers’s recommendation or simply the fact that our fictitious parents (and â€Å"cousin† Angeline’s) were notoriously hard to get a hold of, but I was asked to accompany her when she met with the administration. My pre-briefing with Angeline was short and to the point. â€Å"You will act apologetic and contrite,† I told her as we sat outside the principal’s office. â€Å"What’s contrite mean?† â€Å"Apologetic.† â€Å"Then why didn’t you just say – â€Å" â€Å"And,† I continued. â€Å"If pushed for reasons, you will say you were overwhelmed and panicked. You’ll say you don’t know what came over you.† â€Å"But I didn’t – â€Å" â€Å"And you will not mention how stupid they were or say anything negative whatsoever.† â€Å"But they are – â€Å" â€Å"In fact, don’t speak at all unless you’re asked something directly. If you let me handle this, it’ll be over fast.† Angeline apparently took that to heart because she crossed her arms and glared at me, refusing to say anything else. When we were ushered into the office, the principal and vice principal – Mrs. Welch and Mr. Redding, respectively – were both sitting on the same side of one desk. They were side by side, presenting a united front that again made me think they feared for their lives. â€Å"Miss McCormick,† began Mrs. Welch. â€Å"I hope you know that what you did was completely out of line.† McCormick was Angeline’s fake last name around here. â€Å"Violence and fighting of any kind are not tolerated at Amberwood,† said Mr. Redding. â€Å"We have high standards – standards meant to ensure the safety of everyone at this school – and expect our students to adhere to them. None of your other violations of school rules come close to what you did today.† â€Å"Even if we didn’t have those other transgressions on file, there can be no question here,† said Mrs. Welch. â€Å"There is no place for you at Amberwood.† My stomach sank. Expulsion. Although the Keepers weren’t entirely uneducated, her academic background had hardly been up to that of average high school students in the modern world. She was in a lot of remedial classes, and getting her into Amberwood at all had been quite a feat. Expulsion wasn’t as bad as someone investigating how a petite girl like her could do so much damage, but it still wasn’t an outcome I wanted. I could already imagine one of my superiors asking, why didn’t you realize how volatile the school was making her? To which I would have to respond: because I’ve been too busy going on dates and helping vampires who aren’t my concern. â€Å"Do you have anything to say for yourself before we notify your parents?† asked Mrs. Welch. They looked at Angeline expectantly. I braced myself for an irrational tirade. Instead, Angeline managed to produce some tears which, I had to admit, certainly looked contrite. â€Å"I†¦ I panicked,† she said. â€Å"I don’t know what came over me. So much happened at once, and that guy was so scary, and I just freaked out. I felt threatened. I wanted everyone to get away from me†¦Ã¢â‚¬  I was nearly convinced, probably because it was seeded with truth. Angeline had had a number of flustered moments at Amberwood, no matter her bravado. There were more people at the school than had been in her mountain community, and she’d been so overwhelmed in her first week that we’d had to take turns escorting her to class. I really should’ve been paying more attention to her. Mr. Redding looked a tiny bit sympathetic – but not enough to change his mind. â€Å"I’m sure that must have been hard, but it was hardly reason for you to act in that way. Injuring three people and damaging expensive audio visual equipment were in no way appropriate responses.† Understatement. I was tired of the formalities and needed to fix things before they escalated further. I leaned forward in my chair. â€Å"You know what else isn’t appropriate? A thirty-year-old guy – because that’s how old he was, no matter how young and cool they were trying to be – grabbing a fifteen-year-old girl. It was bad enough that he did so when she clearly didn’t want to go with him. The point is he never should have touched her in the first place. She’s a minor. If a teacher did that, he’d be fired. I’ve read the book teachers are given from your HR department.† It had been an attempt to see if Ms. Terwilliger was abusing me. â€Å"Medical emergencies and breaking up a fight are the only times teachers can lay hands on students. Now, you might argue that that guy wasn’t a teacher or employed by the school, but his group was invited here by the school – which is obligated to keep its students safe. You’re a private school, but I’m certain the California Department of Education would have a few things to say about what happened here today – as will Angeline’s father, who’s a lawyer.† He was actually the leader of a bunch of mountain vampires and had multiple wives, but that was beside the point. I looked back and forth between Mrs. Welch and Mr. Redding’s faces. â€Å"Now then. Shall we renegotiate your position?† Angeline was in awe after we left the office and went back to our dorm. â€Å"Suspension,† she exclaimed, a bit too much joy in her voice for my liking. â€Å"I really just get to skip class? That sounds more like a reward.† â€Å"You still have to keep up with your homework,† I warned. â€Å"And you can’t leave the dorm. Don’t even think about sneaking out because that will get you expelled, and I won’t be able to save you again.† â€Å"Still,† she said, practically skipping, â€Å"this was all pretty easy.† I came to a halt in front of her, forcing her to face me. â€Å"It was not easy. You got off on a technicality. You’ve continually resisted efforts to follow the rules around here, and today – well, that was off the charts. You aren’t back home. The only time you should even think about fighting here is if Jill is attacked. That’s why you’re here. Not to do whatever you want. You said you were up to the challenge of protecting her. If you get expelled – and it’s a miracle you weren’t – she’s at risk. So get in line or start packing for home. And for God’s sake, leave Eddie alone.† Her face had been kindling with anger as I spoke, but that last bit caught her off guard. â€Å"What do you mean?† â€Å"I mean, you constantly throwing yourself at him.† She sniffed. â€Å"That’s how you show a guy you like him.† â€Å"Maybe among the uncivilized! Here you need to back off and start acting like a responsible human being – er, dhampir. Whatever. You’re making him miserable! Besides, you’re supposed to be cousins. You’re screwing up our cover.† Angeline’s jaw dropped. â€Å"I†¦ I’m making him miserable?† I almost felt bad for her. The look of shock on her face was so great that it was obvious she really hadn’t known what she was doing to Eddie was wrong. I was too worked up to feel much sympathy right then, though. Jill had acted out when we’d first arrived, and that had been just as frustrating. I’d come to enjoy our peace, and now Angeline was threatening all of that. Unlike Jill, she didn’t seem to realize it, and I didn’t know if that made things better or worse. I left an upset and frustrated Angeline off at her dorm room and also verified with Jill that Adrian had indeed been drinking. That and my agitation were more than enough to make me want to leave campus, if only for the escape. Brayden had asked earlier if I wanted to go out, but I wasn’t up to that. I sent a quick text: Can’t go out tonight. Family stuff. Then I headed off to Clarence’s. I’d called ahead to make sure Dimitri and Sonya were there since I had no interest in having a one-on-one visit with the ancient Moroi. He wasn’t around when I arrived. I found Dimitri and Sonya huddled over some cards with blots of dried blood, speculating on how to proceed. â€Å"It’d be interesting to get Strigoi blood and see if anything happened when I applied spirit,† she was saying. â€Å"Do you think you could manage that?† â€Å"Gladly,† said Dimitri. They noticed me. As soon as she looked up, Sonya asked, â€Å"What’s wrong?† I didn’t even bother asking how she knew. My face probably said more than my aura did. â€Å"Angeline got into a brawl with a motivational group at school.† Dimitri and Sonya exchanged looks. â€Å"Maybe we should go get some dinner,† he said. He grabbed a set of keys from the table. â€Å"Let’s go downtown.† I never would’ve imagined that I’d look forward to going out with a Moroi and a dhampir. It was yet another sign of how far I’d advanced – or regressed, by Alchemist standards. Compared to most of the other people in my life, Dimitri and Sonya were grounded and stable. It was refreshing. I gave them a rundown of Angeline’s behavior, as well as my thinly veiled legal threat. That part seemed to amuse Sonya. â€Å"Smart,† she said, twirling spaghetti on a fork. â€Å"Maybe you should be in law school instead of the Alchemists.† Dimitri found it less funny. â€Å"Angeline came here to do a job. She wanted out of the Keepers and swore she’d devote every waking minute to protecting Jill.† â€Å"There has been a bit of a culture shock,† I admitted, unsure as to why I was defending Angeline. â€Å"And those guys today†¦ I mean, if they’d tried to get me to join their sing-along, I probably would’ve punched them too.† â€Å"Unacceptable,† said Dimitri. He used to be a combat instructor, and I could understand why. â€Å"She’s here on a mission. What she did was reckless and irresponsible.† Sonya gave him a sly smile. â€Å"And here I thought you had a soft spot for reckless young girls.† â€Å"Rose never would have done anything like that,† he countered. He paused to reconsider, and I could’ve sworn there was the hint of a smile there. â€Å"Well, at least not in such a public setting.† Once the Angeline topic was put to rest, I brought up the reason I’d come here. â€Å"So†¦ no experiments today?† Even Sonya’s good nature faltered. â€Å"Ah. No, not exactly. We’ve gone over some notes on our own, but Adrian hasn’t been†¦ he hasn’t been quite up to the research this week. Or up to going to class.† Dimitri nodded. â€Å"I was over there earlier. He could barely answer the door. No idea what he’d been drinking, but whatever it was, he’d had a lot.† Considering their rocky relationship, I would’ve expected disdain in discussing Adrian’s vices. Instead, Dimitri sounded disappointed, as though he’d expected better. â€Å"That’s what I wanted to talk to you about,† I said. I’d eaten little of my dinner and was nervously tearing a roll into pieces. â€Å"Adrian’s current mood isn’t entirely his fault. I mean, it is, but I can kind of understand it. You know we saw his dad this weekend, right? Well†¦ it didn’t go well.† There was a knowing glint in Dimitri’s dark eyes. â€Å"I’m not surprised. Nathan Ivashkov isn’t the easiest man to get along with.† â€Å"He sort of tore down everything Adrian’s been trying to do. I tried to make a case for Adrian, but Mr. Ivashkov wouldn’t listen. That’s why I was wondering if you guys could help.† Sonya couldn’t hide her surprise. â€Å"I’d gladly help Adrian, but something tells me Nathan’s not going to really put much stock in what we have to say.† â€Å"That’s not what I was thinking.† I gave up on the bread and dropped all the pieces to my plate. â€Å"You guys are both close to the queen. Maybe you could get her to tell Adrian’s dad how†¦ I don’t know. What an asset he’s been. How much he’s been helping. Obviously, she couldn’t explain exactly what he’s doing, but anything might help. Mr. Ivashkov won’t listen to Adrian or anyone else, but he’d have to take a commendation from the queen seriously. If she’d do it.† Dimitri looked thoughtful. â€Å"Oh, she’d do it. She’s always had a soft spot for him. Everyone seems to.† â€Å"No,† I said stubbornly. â€Å"Not everyone. There’s a split. Half condemn him and write him off as useless like his dad. The other half just shrug and indulge him and say, ‘Well, that’s Adrian.'† Sonya studied me carefully, a trace of that amusement returning. â€Å"And you?† â€Å"I don’t think he should be babied or disregarded. If you expect him to do great things, he will.† Sonya said nothing right away, and I shifted uncomfortably under her scrutiny. I didn’t like when she looked at me like this. It was about more than auras. It was like she could see into my heart and soul. â€Å"I’ll speak to Lissa,† she said at last. â€Å"And I’m sure Dimitri will too. In the meantime, let’s hope that if we follow your advice and expect Adrian to sober up soon, he will.† We had just paid the check when Dimitri’s cell phone rang. â€Å"Hello?† he answered. And like that, his face transformed. That fierceness I so associated with him softened, and he practically glowed. â€Å"No, no. It’s always a good time for you to call, Roza.† Whatever the response on the other end was, it made him smile. â€Å"Rose,† said Sonya to me. She stood up. â€Å"Let’s give them a little privacy. You want to take a walk?† â€Å"Sure,† I said, rising as well. Outside, dusk was falling. â€Å"There’s a costume store a few blocks away I actually want to check – if they’re still open.† Sonya glanced at Dimitri. â€Å"Meet us there?† she whispered. He gave a quick nod. Once we were outside in the warm evening air, she laughed. â€Å"Ah, those two. In a fight, they’re lethal. Around each other, they melt.† â€Å"Is that how you and Mikhail are?† I asked, thinking there wasn’t much melting with Brayden and me, no matter how much I enjoyed spending time with him. She laughed again and glanced up at the sky, painted in shades of orange and blue. â€Å"Not exactly. Every relationship is different. Everyone loves differently.† There was a long pause as she chose her next words. â€Å"That was a nice thing you chose to do for Adrian.† â€Å"There was no choice to be made,† I countered. We crossed onto a busier street, full of brightly lit stores with water misters outside that were meant to cool off hot shoppers. I winced at what that mist was doing to my hair. â€Å"I had to help. He didn’t deserve that kind of treatment. I can’t imagine how Adrian’s put up with that his whole life. And would you believe that what worried Adrian the most was that I would think less of him?† â€Å"Actually,† said Sonya softly, â€Å"I can very much believe that.† The costume store was still open, thanks to extended Halloween hours, but only for ten more minutes. Sonya wandered around the aisles with no real goal, but I headed immediately for the historical section. They had exactly one Greek-style dress left, a plain white gown with a gold plastic belt. I knelt down to take a better look. Opening the package, I felt the fabric. It was cheap, probably flammable. The dress was also an XL, and I wondered if Jill had learned enough in sewing club to take it in for me. With less than a week until the dance, my options were limited. â€Å"Really?† a voice beside me said. â€Å"Haven’t you insulted me enough without resorting to this trash?† Standing above me was Lia DiStefano. Her curly hair was bound up with a bright red scarf, and a voluminous peasant blouse made her petite body look like it had wings. She peered down at me disapprovingly with kohl-lined eyes. â€Å"Are you following me?† I asked, getting to my feet. â€Å"Every time I’m downtown, here you are.† â€Å"If I were following you, I never would have let you set foot in here in the first place.† She pointed at the costume. â€Å"What is that?† â€Å"My outfit for Halloween,† I said. â€Å"I’m going Greek.† â€Å"It’s not even the right size.† â€Å"I’ll get it taken in.† She tsked. â€Å"I’m so appalled, I don’t even know where to start. You want a Greek dress? I’ll make you one. A good one. Not this monstrosity. My God. People know you know me. If you were seen in that, it’d ruin my career.† â€Å"Yeah, because what I wear to a high school dance will really make or break you.† â€Å"When’s your dance?† she asked. â€Å"Saturday.† â€Å"Easy,† she declared. She gave me a once-over and nodded in satisfaction. â€Å"Easy measurements too. Is your sister dressing just as badly?† â€Å"Not sure,† I admitted. â€Å"She talked about making a fairy dress in sewing club. A blue one, I think.† Lia blanched. â€Å"Even worse. I’ll make her a dress too. I’ve already got her measurements.† I sighed. â€Å"Lia, I know what you’re trying to do, and it won’t work. Jill absolutely cannot model for you again. It doesn’t matter how much bribery you try.† Lia attempted an innocent look that was in no way convincing. â€Å"Who said anything about bribery? I’m doing this out of charity. It’d be a disgrace to let you two go out in anything less than the best.† â€Å"Lia – â€Å" â€Å"Do not buy that,† she warned, pointing at the costume. â€Å"It’s a waste. You might as well set your money on fire – although, it probably wouldn’t light as fast as that dress. I’ll let you know when your costumes are ready.† With that, she turned on her high wooden heels and walked away, leaving me staring. â€Å"Did you get a costume?† Sonya asked me later, once the closing store forced us to leave. â€Å"Weirdly, yes,† I said. â€Å"But not from there.† Dimitri apparently wasn’t done with his call, since he hadn’t joined us yet. We strolled leisurely back toward the restaurant, wanting to give him more time with Rose. Other stores were closing, and the tourists were beginning to thin out. I explained the meeting with Lia. Sonya found it more amusing than I did. â€Å"Well, don’t knock it,† she said. â€Å"If a designer wants to make you something, you’re not obligated to give her anything else. Maybe she could help me out with bridesmaid dresses.† We crossed a less busy street and cut through a narrow alley with a brick building on one side and a tree-filled church lawn on the other. I’d admired the church on our way over, but now, in only a short time, evening had filled it with shadows and given it a foreboding look and feel. I was glad I wasn’t walking through here alone. It felt strange to be reassured by a vampire’s presence. â€Å"Lia does make amazing things,† I admitted. â€Å"But I don’t know if we should encourage her.† â€Å"Fair enough,† said Sonya. â€Å"Maybe one of these days, you’ll help me look for dresses. You’ve got a really good sense of – â€Å" She suddenly spun around toward the darkened churchyard. There was a look of fear on her face, but I saw nothing alarming – at first. Seconds later, four figures in black jumped out from behind the trees. One of them threw me against the brick wall while the other three pinned Sonya to the ground. I pushed back against my captor, but a muscled arm held me tightly. In the faint light, I saw a glimmer of something I never expected to see on the streets of Palm Springs: a sword. The dark figure poised it over Sonya’s neck. â€Å"Time to go back to Hell,† he said. How to cite The Golden Lily Chapter 10, Essay examples

Social Darwinism Essay Example For Students

Social Darwinism Essay Charles Darwin Like many students, Charles Darwin was only intrested in topics that was intresting to him and although his father was a doctor, Darwin was very unintrested in medicine and he also couldnt stand the sight of surgery. He did eventually get a degree in Theology from Cambridge University, Although Theology was a minor intrest to him. What Darwin really liked to do was climb over hills, observe plants and animals, collecting new specimens, studying their structures, and categorizing his findings. In 1831, when Darwin was 22 years old, the British government sent her Majestys ship The Beagle on a 5 year expedition that would take them along the coastline of South America and then onward around the world. During the trip the Beagle would carry along a naturalist to observe and collect Geological and Biological specimens. Thanks to a recomendation from one of Darwins old college professors, he was offered the position aboard the Beagle. The Beagle sailed to South America, mak ing many stops along the coast. Here Darwin observed the plants and animals of the tropics and was stunned by the diversity of species compared with Europe. The most significant stop the Beagle made was the Galapagos Islands off the northwestern coast of South America. It was here that Darwin found huge populations of Tortoises; and he found out that diffrent islands were home to diffrent types of tortoises. He found that islands without tortoises, pricky pear cactus plants grew with their fruits spread all over the ground. And on Islands that had lots of tortoises, the prickly pears grew really thick, tall, bearing the fruit high above the tortoises reach. He wondered if the differences in the two plants were from being isolated from one another on seperate islands. In 1836, Darwin returned to England after his 5 year expedition. He became established as one of the best naturalists of his time. But Darwin sought to prove his idea of evolution with simple examples. Darwin maintained that seperate species evolve as a result of Natural Selection, or survival of the fittest. Darwin never said that human beings evolved from apes. He said that all life began with molecules acting on each other. So from the first single celled organism all life came. One single organism, by many diffrent molecules could make many diffrent species of animals. It was in this way that he stated Ape and Man are similar by each having similar life beginning. Darwins theories caused people to begin to question where they actually came from. His response was the book on the origin of species. In his book he addressed the concerns of the people. He said It is interesting to contemplate an entangled bank, clothed with many plants of many kinds, with birds singing in the bushes, with various insects flitting about, and with worms crawling through the damp earth, and to reflect that these elaborately constructed forms have all been produced by laws acting around us. These laws, taken in the hi ghes sense, being growth with reproduction; Inheritance and Variability; a Ratio of Increase so high as to lead to a strugle for life, and as a consequence to Natural Selection, entailing Divergence of charector and extinction of less-improved forms. There is grandeur in this view of life, with its several powers, having been originally breathed into a few forms or into one, and that, whilst this planet has gone cycling on according to the fixed laws of gravity, from so simple a beginning endless forms most beauthiful and most wonderful have been, and are being, evolved.

Discussing a play based on Mary Shelleys book Frankenstein Essay Example

Discussing a play based on Mary Shelleys book Frankenstein Essay Our drama group watched a play based on Mary Shelleys book Frankenstein on 29th November 2006, which took place in the Regents School, Pattaya. It was directed by Paul Stebbings, an artist director of TNT theatre Britain and The American Drama Group Europe. The production Frankenstein was about a young and mad scientist who tries to create a life form from dead human body parts. He tries to do what no other human being has never achieved before. Once, he had completed his objective, Frankenstein was terrified by the resulting look of his creation. The innocent, child-like monster was abandoned by his master and subsequently misjudged by the community. This tragedy that the scientists creation suffered under, turned him into a killer-monster. In the end of the play, the scientist was punished: his beloved wife dies through a bullet that was meant for the monster. Frankenstein was devastated due to the loss of his partner, therefore he tried to bring her back to life as he did for the monster. He succeeded. However Elizabeth had the same features as the monster: she had no idea how the world is functioning she was as a newborn. Elizabeth had a choice to make between Frankenstein and the monster. As the punishment for his actions, Elizabe th chooses the monster. We will write a custom essay sample on Discussing a play based on Mary Shelleys book Frankenstein specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Discussing a play based on Mary Shelleys book Frankenstein specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Discussing a play based on Mary Shelleys book Frankenstein specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The director makes the old-fashioned myth futuristic through using machinery as props. This kind of equipment could have not existed hundreds of years ago. On the other hand the machinery wasnt very convincing either, because it looked more like a white small paper box with some buttons. In order to achieve an outstanding effect on the audience, the mechanism shouldve been larger with several different coloured switches. However, even though the equipment was simple, the basic effect was achieved. Paul Stebbings has modernized the play also by the appearance of two scientists in white gowns carrying syringes in the beginning of the play. This instantly created a very rationalized and futuristic atmosphere. The director used cloning in order to modernize the Mary Shelleys play Frankenstein. The genre of Mary Shelleys Frankenstein is tragedy, but Paul Stebbings, the director of the play, has added elements of farce, making this serious issue with difficulties understandable to many different audiences. After looking more in detail of the content of the play, I realize that Frankenstein myth is not about a mad scientist above mortality and who is out of control. The myth is rather about a scientist, a man who creates a supernatural life-form. This creature looks hideous with his inhumanly yellow eyes and callously black lips. The sight of him created pitiless and disgusted feelings in Frankenstein he instantly abandoned the monster. He was thrown to the ferocious community that changed the unaffected creature into a killer-monster. This play is about human folly, which is put across by comedy and melodrama. The actors never make jokes; the comedy rather arises from the situation. The physical theatre and expressional performance appear very amusing to the audience. I find it to be a very smart technique, because it keeps the audience concentrated. This technique also refers to the fact that the play is addressed to different audiences the situations and events are clearer and easi er to understand, because the action and feelings is emphasized. This perfect example for this would be when Frankenstein and Elizabeth were flirting in the beginning of the play. Strong physical theatre was used in this scene, which immediately suggested to the audience that they were in love. However, I thought that it was over exaggerated. I think it made the performance look too comedic. Its very interesting how the farce is created only in the beginning of the play towards the end the atmosphere takes a rather tragic direction. It symbolizes the fact that until the birth of monster, everything was liberated, almost as if Frankenstein had no responsibilities, and exciting. For example Elizabeth was playing with the animals, Frankensteins name was given to a monkey and, Frankenstein and Elizabeth were flirting with each other. However, when it was time to take care of his actions, he failed to do so. This recalls the content of the play, the human folly: as soon as the experiment ended, he disliked the outcome and deserted the monster. This is, I believe, what the director wanted to achieve with the production: leave the audience thinking. Is it right to create supernatural human beings? Why? Did Frankenstein act reasonably not taking the responsibility? Why did the supernatural life form develop into a killer-monster? The director has broken up the scenes by lights fading black. This is an element of tragedy leaves the audience wondering and awaiting for something more dreadful to happen. The slow blackouts also indicate the time passing by, which gives clearer understanding of the timeline to the viewers. As the days, weeks go by, the monster develops his intelligence and the acknowledgement of the world. The stage in the Regents School Pattaya is based on Shakespeares theatre in London, The Globe. About 2/5 of the stage is surrounded by the audience and the set up of the auditorium is Elizabethan theatre, including one stair case on left and right. The lights were placed in the middle and in the two sides of the ceiling, surrounding the stage. The stage itself is rather small, but very suitable for this play, because it did not require too much space. When we first entered the hall, nobody was concentrated on the stage, because the play hadnt started yet. From the very beginning of the play actors made good use of the area that they were given: they walked amongst the audience and interacted with them. This efficiently grabbed the attention of the viewers and made them feel more involved, as well as showed the directors unique style and space use. Throughout the whole play, the set was quite simple, symbolic and naturalistic. There was more than one set throughout the production. The changes were handled by the actors within the scenes (when smaller adjustments took place) and between the breaks (in case when the set changed completely). The set of the first scene consisted of a cage (multi-functional), two stools, a machine (which was multi-functional also used as a table) and a bucket. All the items were satisfactorily spaced out. In the beginning of the play, the cage seemed very simple, but as I further examined it had many uses in different situations. It was used as laboratory equipment, where they carried out an experiment with the monkey. Elizabeth, Elizabeths father and Frankenstein wanted to kill the monkey with the machine and bring him back to life. But unfortunately they failed. The cage was also used as a prison, when Frankenstein was captured and accused for the murder of the laundry lady. But the main application of this item was cage itself where they kept and created the monster. The machine symbolized the futurism of the play as it was full of electricity and represented high technology. Whereas the costumes and the basic views on life in the play, suggested a rather historical set. Further in the play, the machine had another sub-use a table. The set combined with the props created a good image where the action was taking place. It was very clear to the audience that stage was meant to be a laboratory. The general colours of the set were grey and white, which created a rather cold feeling towards the play and suggested that all the surrounding and action is going to be concentrated on science. Contrasting with the colours, the set included wild animals. The lighting was provided from three different directions. They were set out in the middle and on the two sides of the stage, so that the audience couldnt actually notice the illumination source. In addition some extra lights were supplied from the back of the auditorium to give some better light to the audience in order to be see the action on the stage in a clearer way. All through the play the colours as well as the focus and direction of the light on the stage changed. This drew the audiences attention on the main action, wherever it occurred on the stage. In the beginning of the play, the spotlight is on the narrator. The rest of the lights are off. This highlights the narrator and the audience focuses on her. There is also the flashing lightning used to create an impression of storm, during the creation of the monster. Storm creates a frightening and terrifying atmosphere to the audience. It emphasizes the fact that bringing a dead body alive is against human nature and should not be done, because usually during storms terrible accidents happen and it always has negative effects on environment. Special colours of the lightning were used during the play. All of them created a different impression on the audience. The red light was used when Elisabeth had a dream. The futuristic colour suggested that she was hearing and envisioning the upcoming events. As the light was red, which is commonly known as the colour of blood, it emphasized a negative future, somebodys death. During the scene, where the monster was threatening and alarming Frankenstein, the lightning was set up only on one side of the stage where the action was taking place. It was a wise decision because there was neither large amount of movement nor the props to cover the whole stage. The lights were blue in colour, which emphasized the relationship between the monster and Frankenstein. It was cold. There was no love or caring feelings between the two main characters. The change in the lightning also represented the different times of the day. The dim, more concentrated on the action lightning in present suggested that it was an evening. For example, when the monster was dancing with the blind woman, full lights were illuminated on the stage. This suggested that the action was taking place during the afternoon or morning. Therefore bright light suggested that it was daytime. Blackouts helped the actors to change the set of the scene as well as showed to the audience that more time has passed (meaning days or weeks). Just before and during the scene where the monster was pressuring and threatening Frankenstein, the other actors, Elizabeth and the backstage staff were removing one of the man props, cage, from the set. Most of the sound effects used were recorded sounds. The acoustics of the auditorium was reasonably good, because it was heard until the end of the audiences sitting area. It felt as if it is all around me, not coming from only one source the sound was echoing in the auditorium. The loudspeakers werent visible for the audience, which is positive point to mention. The music used in the play was very modern, upbeat/dance and rhythmic. Its other evidence of the futurism of the play. It contrasts greatly with the characterization of the actors, which is rather old-fashion. Elizabeth was wearing a red Victorian dress, which is another significant comparison of the music. At Victorian time such music did not existing. Even though the director wanted put across the idea of cloning, but at the same time maintain the old roots of the myth, through contrasting the music and costumes, I think that it ruined the atmosphere. The mood was mixed with nineteenth century and modern fresh and busy life. The serious and technical illustration of the stage was combined with the upbeat/dance music. The stage had a scientifical image: it included machinery, for bringing the monster alive, and it was quite simple (meaning that it wasnt packed with props). I found it quite unnatural mixture, because the common and usual image of any laboratory is quiet, efficient in work and even if there is any music heard at all, then it would be classical style. I think the upbeat music was a too large contrast with the situation, and therefore lost its meaning. An offstage sound of thunder, which also referred to the sound of lightning, was used quite often: when the monster was created and when Frankenstein tried to bring Elisabeth back to life. It created a horrifying and frightening atmosphere to the audience. The sound joined with the lightning created the perfect effect of storm I personally think that its a very good technique, because during storms the major disasters occur. And this creation was going to be one of the biggest catastrophes of humankind: a man has stepped against the God and defeated Him. The stormy sounds already suggest that the result of it will terrible and extremely unsuccessful. In the beginning of the play, the actor of the monster doesnt use his voice to talk, he only murmurs and grunts. This suggests that he has a baby-like nature as a newborn it has been shown through the fact that he doesnt know any words. He is innocent in his characteristics and never means to harm anybody. Whereas his curved and yellow eyes and terrifying black lips disgust his master, this results in abandoning the monster. Frankensteins creation is hiding himself from society and observes human life. He tries to copy the actions of the habitants. This indicates that the monster had good intentions from the beginning of the play. The actor is using a little bit robotic and stiff movements to show that he was created from different body parts. This also symbolizes the fact that he really is not a human, although he is created entirely by a human hand. This creates fear in the audience, they are frightened by the fact that such creature can be alive. He was created from dead body parts, which is terrifying because now those pieces are formed as one human being. Its very unnatural and unusual for normal human being to see this, and therefore it is creating terrifying atmosphere. The pace of the actors voice is slow which suggests that he is in the phase of learning how to speak. He studies slowly so that he could learn all the words correctly and accurately. This creates sympathy in the audience towards the character, because he is presented as extremely blameless and immature ( in the sense that he doesnt know how to act upon events) The scene with laundry womans death is an excellent example of the infantile behaviour of the monster and the actors good performance. The laundry lady screams in the sight of the monster. He looks confused hearing the high notes, which is shown by facial expression and very small gestures. The monster was moving stiffly toward the laundry lady and was wondering how to stop her cry. Finally he strangled the woman in order to just stop her screaming. It was an innocent mistake because the monster wasnt aware of his power and he didnt know that this will kill the lady. He showed this through running away in confusion. Before running away he was looking help in desperation and his eyes were widened, which created sympathy towards the character. The actor show levels of power in the bedroom scene. The monster was blaming Frankenstein for not taken responsibility of him. All the way through the act, the monster is in higher position and the creator of him is lying on the bed. This situation was very ironic because Frankenstein was the scientist, who created him, extremely smart and part of the wide community. Whereas the monster was dumb, child-like and very lonely. However, at that situation the monster was in control and wanted revenge on Frankenstein. The scene was effective for its use of levels, but on the other hand the monster was using a low, normal voice. This included expressions in his voice and quite large vocabulary this made the monster look too intelligent. I think that the actor shouldve still used murmuring and grunting in his speech. This wouldve created sympathy towards the monster as his child-like features would have been maintained. In the same bedroom scene the monster was wearing a torn bodysuit, which suggested that he was without home. It shows that the monster is inhuman, because his clothes are too big for him, therefore it has several holes in it. The holes in the shirt make him look muscular and very big in size. This helped to create the effect of the monster as the actor was a normal human being. The character seemed larger in size that he really was. This also created fear in the audience and an expression that he has lots of power and he is extremely strong. The monster looked wild and mad, due to the torn suit, which again created terror in the audience.. In the beginning of the play Elizabeth was wearing peasant like clothes: brown skirt, grey shirt. This suggested that her life was very simple and she had no worries. The character was also jumping happily up and down while playing with the snake. This is another example of her simple life, which was without any worries and full of happiness: she was playing with animals as if theyd be her only friends. This also suggests that she spent lots of time in the laborotory with his father. On the other hand it shows her considerate and gentle side. Her movements were free and dance-like all through the play (except in the end, where she was brought back to life). She was also well aware of the space on the stage and therefore used all of it that was provided. Elizabeths gestures were smooth, which made her look feminine and described her character as gentle and caring. She used slow motion, when fighting with Egor (who wanted to chop her head for the monster). This shows the good control over her body and described her excellent acting skills. Elizabeth used a wide range of her voice, which indicated her developed vocal skills. She had a Northern-English accent in the play, which became thicker when flirting with Frankenstein. This shows the various ways that she can put her character across in different situations. She also makes animalistic sound in the flirting scene, which indicated Elizabeths and Frankensteins physical attraction towards each other. This suggested that their feelings were wild and that both of them really sense the connection. Their attraction becomes very obvious through the audience through the various techniques. Elizabeth wore pyjama clothes in her dream. This helped the audience understand that she was actually sleeping, not awake. In this scene she showed her knowledge of the stage moved widely up and down as well on both sides of the stage in order to show desperation and fear of what might happen. She was also screaming, which indicates that she wanted to escape and she knew that something horrible is going to take place. This also gives hints to the audience and makes them more concentrated on the play. Towards the end Elizabeth was wearing red Victorian dress. The colour red suggests that there is danger that something terrible was going to happen. The Victorian dress was contrasting the situation which was all about modern cloning. It referred back to the old myth that has been existing for centuries. After Frankenstein brings her back to life from her sudden death, Elisabeth is a transformed character. She acts like the monster did in the beginning: she murmurs, grunts and has robotic movements. She changes quickly from Frankenstein wifes character into the newborn Elizabeth. She is very convincing in her role change and the audience is able to understand the situation, because of her outstanding acting skills. I find the play overall excellent. I think that one of strongest points was the Elizabeths character. I found the actor really good and her role was very well played. She used wide range in her voice, also she was perfectly aware all of the stage space and she put across the explorative strategies with high-quality acting. I also think that some of the interpretations were excellent as well. Such as adding the monkey to the play, especially calling him Frankenstein was very effective. Frankenstein, Elizabeth and her father killed the monkey and tried to bring him back to life. They failed to do it, which is like a warning to them, that none of those characters should play with life and death. This game wouldnt have a positive ending, but even though the caution was given, Frankenstein continued. This expresses well the human folly and not learning from our own mistakes. Humans are eager to go for what they believe, not for what is actually right. I found some of the weaknesses to lay also in the directors interpretations. The flirting scene of Elizabeth and Frankenstein was, I think, too comedy-like. Though it was a very amusing scene, I think that it was over the top, because cloning is such an important and serious issue. The physical theatre helped the audience to understand the situation quicker and clearer, but I think that if the scene would have been less obvious, then the audience would have been wondering more. The relationship would have been more secretive, therefore the audience would have more been concentrated, rather that laughing loudly. I think that the lightning was very well done. The use of different colours was very effective and symbolizing various things. The flashing-lights created horrifying and a very scary atmosphere, which created tension in the audience. But I find that there could be done some improvements on sound. I think that more sounds of nature should have been used, such as innocent bird sound when the monster is killing the laundry lady to symbolize that his intentions were always good and that he never actually meant to kill the lady. During the bedroom scene, where the monster is threatening Frankenstein, his vocabulary should have been rather poor and his voice not fluent. Grunting and murmuring would have added more sympathy toward the monster, because then he would have been presented as child-like and innocent character. Whilst in the present play he seemed very civilized and used to the world and environment.

The Leadership of the Muslim Brotherhood in Egypt

The Leadership of the Muslim Brotherhood in Egypt Introduction The Muslim Brotherhood (MB) is a movement that was founded in 1928 by Hassan al-Banna (Tadros 23). Its main objective is to indoctrinate the Quran and the Sunnah as the source of the principles that should guide the life of a Muslim at the individual, family, community, and state level. Thus, it articulates religious, political, and social issues that face the Arab world. Even though the MB originated in Egypt, its ideologies have since become popular in many Arab countries.Advertising We will write a custom essay sample on The Leadership of the Muslim Brotherhood in Egypt specifically for you for only $16.05 $11/page Learn More Concisely, members of the MB are the main opposition leaders in most Arab governments (Zahid 43). Even though the movement discourages the use of violence to achieve its goals, it has occasionally been involved in acts of terror. Nonetheless, the group is still popular in the Arab world due to its quest for social justic e and democracy. This paper focuses on the leadership of the Muslim Brotherhood in Egypt. In particular, it will discuss the movement’s ascent to power, and the possible benefits of its leadership to the Egyptians. Additionally, the paper will discuss the relationship between the media and the MB. The Muslim Brotherhood’s ascent to power in Egypt is one of the most controversial political events in the history of the country. The debate on the legitimacy of the movement has polarized the Egyptian community and political scientists. Political analysts and scholars who support the movement believe that it rose to power through honest and legitimate means. Those who oppose the movement, on the other hand, believe that it rose to power by tricking Egyptians to vote for its presidential candidate. Generally, some scholars support the Brotherhood’s leadership, whereas others are skeptic of its ability to lead Egypt (Intelligence Analysis). In this context, it is impor tant to analyze the factors that led to the victory of the Muslim Brotherhood in the 2012 presidential elections. The major factors that led to the movement’s victory include the following. To begin with, the Muslim Brotherhood believes in democracy. The past regimes in Egypt, especially, President Mubarak’s government did not believe in a democratic system of governance (Rutherford 69). The presidents had too much power that enabled them to serve their interests at the expense of the public. This involved corruption, limiting the rights of the citizens and discouraging divergent political opinions. Due to these malpractices, the MB launched its political activism to sensitize the public on the need to establish a democratic system of governance. The political ideologies of the movement rapidly gained popularity among the citizens. However, the incumbent regimes were not happy with this development. Thus, they repressed the movement’s activities. Nonetheless, th e movement became the first opposition party in Egypt after winning more than 20% of the parliamentary seats in the 2005 elections (Sharp 13).Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since 2007, the movement has been pursuing a democratic political agenda rather than a theological one (Tadros 74). In particular, the movement opposed the extension of Egyptian emergency law, which eliminated the citizen’s constitutional rights, legalized censorship, and gave the police unlimited powers. Moreover, the movement lobbied for the transformation of the parliament into a real legislative institution that represents the citizens, and ensures accountability within the government (Tadros 75). These efforts clearly indicate that the Muslim Brotherhood was committed to serving the interests of the public rather than pursuing a secret Islamist agenda. The Muslim Brotherhood has also gained popularity among Egyptians due to its social agenda. Inequality has always been high in Egypt in terms of the distribution of wealth and access to basic services (Hansen). Generally, the ruling elite controlled the largest percentage of the country’s resources. Consequently, the Muslim Brotherhood focused on charity work in order to improve the living conditions of the poor. This involved constructing schools and hospitals, as well as, donating funds to the needy (Hansen). In this regard, most Egyptians considered the movement as an organization that was committed to fulfilling their needs and aspirations. Concisely, Egyptians became convinced that their socio-economic conditions would improve if they voted for the Muslim Brotherhood. Apart from charity work, the movement has made deliberate efforts to promote gender equality and to eliminate religious discrimination. In the run up to the 2012, presidential elections, the movement promised to include women in its leadership. Concisely, women were to play an integral role in decision making by being members of the cabinet and holders of key positions in the government. However, only one woman is serving in the current cabinet (Saman). Additionally, the law does not allow a woman to become the country’s president. Nonetheless, the current President promised to appoint one woman and a Copt Christian as the country’s vice presidents (Saman). The movement has clearly stated that it will protect the rights of women and children in the society. The Muslim Brotherhood has also discouraged discrimination against Christians. In this regard, Christians will no longer need to acquire permits in order to build their churches. Finally, most citizens identify with the Muslim Brotherhood because of its close association with Egypt’s history. The movement has successfully positioned itself as a pragmatic entity rather than a fanatical organization (Zahid 81). Since its inception, the movement has f ocused on teaching its religious principles. It has been determined to ensure socio-economic change despite recurrent persecution and torture of its members by past regimes (Al-Kheleej). Moreover, the leaders of the movement are not associated with the corrupt practices that were rampant in the previous regime (Zahid 83).Advertising We will write a custom essay sample on The Leadership of the Muslim Brotherhood in Egypt specifically for you for only $16.05 $11/page Learn More These characteristics improved the popularity of the Muslim Brotherhood and led to the election of its candidate as Egyptian president. The aforementioned factors indicate that Egyptians made an informed decision to elect the Muslim Brotherhood regime. The movement is yet to fulfill all its pre-election promises due to the limited time in which it has been in control of the country. In this context, the movement came to power with honesty rather than tricking Egyptians to vote for it. Even though the Muslim Brotherhood through its political wing, the Freedom and Justice Party (FJP), rose to power on a change platform, its leadership might not benefit the Egyptians. After its first 100 days in office, the FJP regime is yet to fulfill most of its pre-election campaign promises (Saman). One of the most important promises that have been broken by the regime is the formation of an independent Constituent Assembly (CA) to draft a new constitution for the country. According to FJP’s pre-election promise, the assembly would consist of representatives of all interest groups in the country. Furthermore, Egyptians would be given amble time to discuss the criteria for joining the assembly, as well as, the laws to be included in the new constitution. On the contrary, the Muslim Brotherhood has since amended the laws that constitute the interim Constitutional Declaration so that it can have monopoly in the selection of the Constituent Assembly members (Tadros 113). More over, the MB excluded the representatives of trade unions, academic institutions and the judiciary from the assembly. The regime decided to select its loyalist to draft the new constitution (Saman). In this regard, the opinions and aspirations of the citizens are not likely to be included in the new constitution. FJP has tried to dispel these fears by claiming that Egyptians will have a chance to adopt or reject the constitution through a referendum. However, most Egyptians believe that the government might fail to fulfill this promise too. The Muslim Brotherhood promised to punish the members of Mubarak’s regime who tortured rioters during the 2011 revolution. However, the government has since released all the suspects from detention without any charges. These acquittals have led to violent protests in Cairo. In response to the public’s concerns, the president promised a retrial of the suspects in order to ensure justice (Zahid 152). The president has also released th e political activists who participated in the 2011 revolution. However, the public is still dissatisfied with the president’s efforts to ensure justice.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More The decision by the president to control the judiciary is also a sign of a bleak future for Egyptians. The president has the ultimate power that enables him to control all arms of the government (Saman). Following the dissolution of the parliament by the judiciary, the president has the freedom to formulate and to enact his own laws. These laws cannot be overturned by the judiciary or any other organ of the government. Additionally, the president has quashed the judiciary’s power to dissolve the upper house of the parliament. Consequently, the Brotherhood that dominates the upper house has great control of the legislative arm of the government. In this regard, Egyptians are not likely to realize the constitutional reforms that they need. The Muslim Brotherhood is yet to demonstrate its commitment to strengthen the relationship between Egypt and the international community. For instance, the government was not able to control the September 2012 protests that were caused by the anti-Islamic video (Saman). The president did not issue any order to end the riots that led to the destruction of the American Embassy in Cairo. The Muslim Brotherhood, on the other hand, encouraged the citizens to continue with the violent protests. Some leaders of the Brotherhood are pushing for the dissolution of the 32-year peace treaty with Israel (Sharp 21). However, some leaders believe that Egypt should only respect the peace treaty if Israel improves the socio-economic conditions of the Palestinians. These tensions are likely to have negative effects on the relationship between Egypt and the external community. Some of these effects include trade sanctions and withdrawal of foreign aid (Myers). These effects will have severe impacts on the economic development of the country. Economists and political analysts believe that the Muslim Brotherhood will facilitate moderate improvements in Egypt’s economy. The MB is pursuing two contradicting economic ideologies. On one hand, the government is pursing interventionist policies by increasing its investments in prime sectors of the economy. On the other hand, industry and trade leaders who belong to the Brotherhood are calling for a liberal and market-oriented economy that promotes free trade (Hansen). These leaders are also in charge of the strategic plan that will facilitate the transformation of the country’s economy and public sector. One factor that is likely to ensure rapid development is the implementation of effective economic policies. These policies include export substitution, reducing budget deficits, rationing public spending, and raising the minimum wage. Furthermore, the government intends to strengthen the anti-trust laws and to introduce a progressive tax system. These policies will promote rapid economic development and equal distribution of wealth (Hansen). Similarly, the free-market tendencies have improved the confidence of investors in the financial sector. Concisely, the Brotherhood is not likely to replace the conventional banking system with Islamic finance since the later accounts for only 4% of the country’s financial sector (Shubber 191-193). Finally, the government has promised to improve tourism by opening new markets and developing new infrastructure in the industry. Despite making efforts to improve the country’s economy, the media portrays the Muslim Brotherhood as a dishonest organization whose main intension is to oppress Egyptians (Kheiry). For instance, in August 2012 a local newspaper accused the Muslim Brotherhood of intending to create an ‘emirate’. The newspaper also claimed that the Brotherhood was planning to massacre innocent Christians and influential public figures. In this regard, the newspaper advocated for the strengthening of the military’s power in order to prevent these atrocities. The Brotherhood considers most media criticisms to be propaganda whose authors intend to destabilize the go vernment (Kheiry). This is because the media often fails to substantiate its criticisms to the government (Kheiry). Furthermore, journalists have periodically made inflammatory statements to insult the president and his regime. In some cases, the media attacks the government by inciting the citizens rather than using facts to criticize it (Kheiry). Generally, the Muslim Brotherhood dislikes the media criticisms. It has always reacted to the criticisms by detaining journalists and controlling the freedom of the press. Critics believe that the current crackdown on journalists is an indication that the Muslim Brotherhood is determined to control every aspect of Egyptians’ lives. Political scientists believe that attacking journalists is part of the Brotherhood’s plan to threaten and to censor the media from disclosing its Islamist agenda (Saman). Additionally, they accuse the Muslim Brotherhood of using propaganda to cover its malpractices and to gain public sympathy. Con clusion The Muslim Brotherhood is one of the most influential political movements in the Arab world. The movement combines Islamic religious teachings with political activism and charity work, thereby making it attractive to most Muslims (Rutherford 34). In Egypt, the movement rose to power in 2011 after the fall of Mubarak’s regime. The Muslim Brotherhood ascended to power on a platform of social, political, and economic change. Concisely, the movement had promised to promote democracy and to protect the rights of women and the minority communities. However, the MB is yet to fulfill most of its pre-election promises. In this regard, most political analysts believe that the Muslim Brotherhood regime might not be beneficial to Egyptians. These sentiments are shared by the media, which has always portrayed the movement as a dishonest entity that is not committed to fulfilling the needs of Egyptians (Kheiry). Al-Khaleej, Khaleej. Behind the Muslim Brotherhoods Rise to Power. Al -Monitor, 4 Feb. 2011. Web. Hansen, Suzy. The Economic Vision of Egypts Muslim Brotherhood Millionaires. Business Week, 19 Apr. 2012. Web. Intelligence Analysis. Rise of the Muslim Brotherhood in Context of the Egyptian Revolution. Intelligence Analysis. 12 Apr. 2012. Web. Kheiry, Amina. Ominous Signs in Egypt Suggest ‘Brotherhoodization’ of the Media. Al-Monitor, 5 Aug. 2012. Web. Myers, Steven. U.S Move to Give Egypt $450 Million in Aid Meets Resistance. New York Times, 28 Sep. 2012. Web. Rutherford, Bruce. Egypt After Mubarak. New York: John Wiley and Sons, 2010. Print. Saman, Moises. Muslim Brotherhood: Egypt. New York Times, 14 Sep. 2012. Web. Sharp, Jeremy. Egypt: the January 25 Revolution and Implications for US. Boston: Palgrave, 2011. Print. Shubber, Kadom. Islamic Finance: Principles and Practice. International Journal of Islamic and Middle Eastern Finance and Management 2.5 (2010): 191-193. Print. Tadros, Mariz. The Muslim Brotherhood in Contemporary Egypt: D emcracy Redefined. New York: McGraw-Hill, 2012. Print. Zahid, Mohammed. The Muslim Brotherhood and Egypts Succession Crisis. Lond: Oxford University Press, 2012. Print.

A written report on ICT within the secondary curriculum Essay

A written report on ICT within the secondary curriculum - Essay Example Although educational institutions have been slower than most to embrace this technology (Aviram and Richardson (2004) p.2), over the past few years it has been seeking to catch up. With funds now being provided for computers, software, Broadband Internet connection, television and other ICT resources, the government is committed to move towards total integration of ICT within education. To further this they have introduced regulations, which cover most of the curriculum subjects. As ICT is an every changing environment, this creates difficulties, especially within education. These manifest themselves in how the technology is perceived and the levels of training provided. Graham Davies (1992) observed that most educators perceive ICT as a means of automation and cost cutting, and to a certain extent, this view persists. Training is one of the weakest points in the intended incorporation of ICT into education. As can be seen in table 1 (see appendix 1), although there was a small improvement between 1998 and 1999, less than 40% of teachers received updated training within a two-year period. The ICT statutory requirements in modern foreign languages target the learning in set areas (National Curriculum in action 2006). In terms of Key stages 3 and 4, ICT is to be used to help students improve the standard of their work, including its correctness, presentation and interpretation. In addition, it will test their skills in language communication and accessing of information from a number of ICT sources, including the Internet. The result is that they should be able to work with and understand actual data, such as newspapers, videos and TV output in original languages. The aim is to provide the student with the skills that will enable them to use their chosen language in real life, such as future employment situations. For such a strategy, secondary schools will

Crime Causation and Diversion Essay Example | Topics and Well Written Essays - 1000 words - 3

Crime Causation and Diversion - Essay Example As they are young they can be physically and mentally provoked easily than adults. California is a highly crime prone area and men as well as youth indulge in crimes day and night in this state. Here more violence can be seen among children as they imitate the criminal acts performed by adults in real life or movies. Mostly the youths are under the addiction of drugs and have knowledge as towards their violent action. Most of the children who are having single parent or parents who are psychologically disturbed can provoke the child to do more criminal actions. Organized crime and criminal networks in many California cities including Los Angeles, San Francisco, San Diego and Sacramento have a base in Russia. These people can even make children as their prey to perform crime .So in order combat this social evil the government has organized juvenile intervention, diversion and prevention programs. Juvenile prevention programs rather two intervention programs practiced in California is analyzed in detail further below. These two are California Youth Outreach and Juvenile Intervention & Prevention Program (JIPP). Youth are the ones, who get easily diverted in to drug, alcohol and crime and they are the ones who require utmost caring and intervention at the right age. Young children get some drugs, money or other facilities in return to their criminal act. But California Youth Outreach reaches out to young people who are victimized to the youth gangs and their aggressive behavior of violence and weapon usage. This intervention program is extremely careful in imparting education to the youth who are in juvenile restriction. Along with juvenile youths, their families are also educated regarding gang violence, drugs, alcohol and weapon usage. JIPP is an intervention program which is founded by Stephen Koffman who resides in Southern California and has masters in social work to his credit. Stephen

The Women, Infant's and Children programs Research Paper

The Women, Infant's and Children programs - Research Paper Example The researcher states that WIC was founded in 1973. But its history stretches back to the 1960s. Studies and national television programs were discovering that starvation, malnutrition and other forms of caloric deficiency were preventing many Americans from having enough to eat. The Poor People's March on Washington and major documentaries focused the issue and brought it to the attention of policymakers. A 1969 Conference was convened, which included in its report a recommendation to focus specifically on the needs of low-income women, pregnant women, children and infants, whose gaps between nutritional needs and opportunities were often most dire. A Commodity Supplemental Food Program was created that targeted women and children under 6, but studies found that it and the Food Stamp Program were not dealing with the special needs of the groups in question. An amendment of the Child Nutrition Act of 1966 finally created the WIC department as a two-year pilot. The department was desi gned to work with the USDA, who would provide the food support and commodities. The WIC program differed itself from the CSFP by coordinating food relief with health care and other aid programs. USDA resistance to coordination required a federal court order to force them to comply. The WIC proved successful enough to be established permanently on October 7, 1975, by PL 94-105. Eligibility was expanded to nonbreastfeeding women, and while inadequate income was an eligibility requirement, it was not specifically defined, giving the program flexibility. In 1999, the USDA implemented standard measures of food security and, after two years, published a report that indicated what food scholars had been saying for years: Malnutrition and caloric deficiency were reaching epidemic levels. The standardization of food insufficiency metrics has transformed the debate around food provision entirely and galvanized public interest and support. Mission Statement The WIC's mission is as follows: â⠂¬ ¢ Protect women, children and infants †¢ Improve nutrition and health of poor and disadvantaged women †¢ Provide education, support and information †¢ Support women with post-partum depression The WIC themselves define their goal as, â€Å"To safeguard the health of low-income women, infants, and children up to age 5 who are at nutrition risk by providing nutritious foods to supplement diets, information on healthy eating, and referrals to health care†. They define their mission completion mechanisms as, â€Å"Food, nutrition counseling, and access to health services are provided to low-income women, infants, and children under the Special Supplemental Nutrition Program for Women, Infants, and Children, popularly known as WIC. WIC provides Federal grants to States for supplemental foods, health care referrals, and nutrition education for low-income pregnant, breastfeeding, and non-breastfeeding postpartum women, and to infants and children who are found to be at nutritional risk...Most State WIC programs provide vouchers that participants use at authorized food stores.

Comparative Analysis of English and Bade Proverbs

Comparative Analysis of English and Bade Proverbs COMPARATIVE ANALYSIS OF ENGLISH AND BADE PROVERBS: EXPLORING FORM AND CONTENT It is believed that there is no language without proverbs. Vulic and Zergollern in Valiulyte (2010), corroborate this notion that ‘each nation or country has its own proverbs†. Therefore, every language has its own proverbs which are used by its own speakers through many media as in literature like poetry, prose and drama and other forms of daily communication. Nevertheless, some advanced languages like English have a rich tradition of proverbs, because its proverbs have been collected and analyzed academically. This is probably due to the early civilization of the English people, and their awareness of literature and publication. Consequently, English proverbs have become richer and more widespread, unlike the ones of Bade (a local language in Yobe State, Nigeria) whose proverbs have not received any study worthy of academic recognition. The term proverb has been defined by different scholars in different perspectives. Norrick (1985) defines proverbs as self-sufficient, brief, traditional expression with advisory content and secured poetic form. Meider (1985) sees it as a short, generally known sentence which contains wisdom, truth, with memorable form and which is handed down from generation to generation. According to Tatar (1998), proverbs are concise common expressions with literal and figurative meaning. It can be understood from the above definitions that the term proverb is a terse saying that represents matters of universal truth, with a literal, figurative, or poetic structure, preserved through discourse, and passed on from one generation to another in human society. According to Meider (2004), in Dabaghi, Pishbin and Niknasab (2010), it is hard to identify the origin and history of proverbs. Nevertheless, he adds that proverbs ‘†¦ do not fall from the sky’. Therefore, he observes that there is a similar trend of emergence of proverbs in Europe, Asia, Africa and other linguistic and cultural groups. He traces the origin of European proverbs ‘back to the classical times of Greek and Roman antiquity; the Biblical era; the Medieval Latin, and the mass media’. In tracing the origin of proverbs in Persian languages, religion and literature have been recognized as two sources (Moosavi, 2000, in Dabaghi, Pishbin and Niknasab, 2010). In a rather more specific manner, Ridout and Witting (1969) link the source of modern English proverbs to popular sayings of the common man; borrowing from the Bible and other languages; wise saying of famous literary scholars; turning highly idiomatic expressions into proverbs; and, modern edu cation. Over the years, scholars have agreed that geographical location has some effects on the nature of proverbs. Brown (1983) observes that proverbs emerging from the same zone tend to have common features. The same idea may be noticed in Schuh (2005), stating that indigenous languages in Yobe State share ‘a large number of idioms, lexicon-related expressions’, just like how West African languages share ‘proverbs and riddles, songs and folktales’. Nevertheless, this does not mean that those languages may not have distinct properties that can separate them from one another as different language. Because Bade is one of the focus languages in this research, some characteristics of proverbs that are peculiar to African languages will provide the researcher with some rich data to work on. One very inconvenient aspect of this research is that while available resources on English proverbs are not hard to come by, Bade, being the other target language is badly lacking in literary resources particularly on proverbs on the one hand. On the other hand, it looks interesting that this research will set a precedent in such an area with a serious academic intent. Recently, studies on Verbal Arts posted on Yobe Language Research Project have presented a few collections of proverbs of indigenous languages, with Bole (257 proverbs),Ngizim(230 proverbs), Karekare(32 proverbs),and Ngamo(14 proverbs). In the case of Bade, its collection deals with songs and folktales, with no single proverb attached (Schuh, 2004). Other non-indigenous languages like Kanuri, Fulfulde and Hausa which Schuh sees as widely spoken in the state, are the most widely studied, with the last one topping the list with several pieces of researches about proverbs including a dictionary titled Dictionary of Hausa Proverbs. Hence, these few collections of proverbs on the indigenous languages of the study area will benefit the researcher greatly, by providing him with a platform upon which to study the Bade proverbs easily. The basic aim of this research is to analyze the form and content of English and Bade proverbs. To achieve this, the research aims to address four main questions. Firstly, it tries to determine whether English and Bade proverbs have different form. Secondly, it will address the question of whether there are similarities between the content of English and Bade proverbs. Thirdly, it seeks to establish how English and Bade proverbs are preserved .Fourthly, it will ascertain whether there are differences in terms of cultural materials involved in the construction of English and Bade proverbs. Such questions are directly linked to the main aim of this research. By looking at these differences and similarities, it will be possible to justify this analysis correctly. In order to answer these research questions correctly, theoretical framework is proposed. Initially, there is the need to clarify the variables of this research. This research has two dependent variables-form and content, which depend on the independent variable- English and Bade proverbs. It is often possible that in a piece of research like this, two theories may present better analytical ground. Therefore, I have chosen to be eclectic in method, by using more than one theory in a single research. I will use two Semantic theories: Classical Metaphor will be used to analyze form; and, Topic-Comment Structure Theory to analyze content of all the proverbs in my corpus. These analyses, upon which the remaining questions and objectives will be answered and achieved, will be used to explain the form and content of both English and Bade proverbs. The decision to propose Metaphor is very much connected to its history as having positive effects on literary studies. Norrick (1985) confirms that the essence of metaphor in studies of proverbs can be traced back to Aristotle. Saeed (2004) classifies two approaches of traditional metaphor as Classical and Romantic. He ascribes classical metaphor to Aristotle, as it describes metaphor from figurative and rhetorical perspectives. Romantic metaphor is linked to ‘eighteenth and nineteenth century Romantic’ periods, which define metaphor as possibly common material in language use (Saeed, 2004). To set a focus for the research, the researcher has chosen to position it on classical perspective which directly relates to proverbs studies. Based on classical view, it seems likely that metaphor is a universal feature of proverbs. And since proverbs are characterized by ‘rigid form’, (Norick, 1985), metaphor will be of great advantage in analyzing all the proverbs tha t have figurative form in the corpus of this research. The second theory is called Topic-Comment Structure as stated above. According to Norrick (1985), this theory is attributed to Dundes(1975).He adds that the theorist proposed it due to the disagreement of paremiologists about a unified formula to analyze the content of proverbs. Using some English proverbs such as ‘Like father like son, No rose without a thorn, and Better late than never’, Dundes suggests substitutable variables such as ‘like X like Y, no X without Y, and better x than Y’ respectively. Norrick observes that these variables can be used to substitute any expression in a proverb. Therefore, this researcher will use this theory to interpret the real content of all proverbs in the corpus. This kind of research is not rare in literary studies. Different kinds of proverb research have been conducted by many literary experts in English and other languages in the world. Shariati and Teyabi (2012), in their study A Comparative Study of Proverbs Characteristics of Mesopotamian Language, and Local Dialect of Persian indicate that research in proverbs has been carried out since ‘about 2500 BC’. However, this may not discredit this research as a mere repetition of previous works of experts. Certainly, it will make it even more interesting since so far, I have not found any serious research into Bade proverbs. With this fast growing interest in literature and publication in the age of globalization, the importance of proverbs is realized not only in literary contexts but also in media, politics, religion and several other social transactions. Meider, in Dabaghi, Pishbin and Niknasab, (2010), notes that ‘proverbs obviously contain a lot of common sense, experience, wisdom, and truth, and as such they represent ready- made traditional strategies in oral speech and writing from high literature to the mass media’. Thus, it seems reasonable that for literature to be meaningful, studies of proverbs ought to be taken as important as any other aspect of literary studies. Therefore, through this analysis, this research is set to achieve certain objectives which include the following: to define the formal pattern of English and Bade proverbs; to determine the content of English and Bade proverbs; to unveil the ways of preserving the proverbs of English and Bade; to explain the different cultural material involved in the construction of English and Bade proverbs.