Children`s need of rights in Jodi Picoult`s My Sister`s Keeper - USD Repository

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  CHILDREN’S NEED OF RIGHTS IN JODI PICOULT’S MY SISTER’S KEEPER AN UNDERGRADUATE THESIS

  Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

  By

LINDA KURNIAWATI

  Student number: 054214057

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  "Life is not measured by the number of breaths we take, but by the moments that take our breath away."

• Maya Angelou -

  This undergraduate thesis is dedicated to my beloved mother, my father, and also my lovely sister because of their affection, supports, and prayers.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

ACKNOWLEDGEMENTS

First of all, I want to give my deepest gratefulness to Jesus Christ. Because of His

blessings, finally I could finish my thesis. Although I am not His good daughter, I believe He

never leaves me.

  I realize that I will never come to this end of my study without the help of my sponsor,

Modesta Luluk Artika Windrasti, S.S. I really thank her for being so patient with my laziness and

who has sacrifice her time in guiding me to finish my thesis from the beginning until the end. I

also thank my co-sponsor, Harris Hermansyah Setiajid, S.S., M. Hum., for reading my thesis

and who had understood my condition.

  For all my lecturers of the English Letter Department, I give my great thanks for their

guidance during my study. I also thank Mbak Ninik and all the secretarial staff who always gave

me a big help in processing my administrative stuff.

  I thank my family, who still care about me no matter how I really dissapoint them. This

thesis is a proof that I still can be a responsible person. I thank my father and my mother who

made me understand the importance of being educated. I also thank them for their never ending

loves, prayers, patience, support, encouragements and understanding. My deep love also goes to

my sister, Yuni. I thank my beloved boyfriend, my dear Satya for his love and support. I love

them so much.

  I thank my great friends, Vita and Cicil, for lending me their laptop so I can finish this

thesis. I also thank Siska, Febri, and Chandra for our hang outs so I can pass my boredom. I also

thank Ribka for being my bestfriend since six years ago. Thank for our friendship. I also thank

  

Peni, Adit, and Bayu for supporting me when I am down. I also thank all of my friends in

English Letter 05 for their friendship, support, and prayers.

  Linda Kurniawati

  TABLE OF CONTENTS TITLE PAGE ...................................................................................................... i APPROVAL PAGE ............................................................................................ ii

ACCEPTANCE PAGE ....................................................................................... iii

MOTTO PAGE ................................................................................................... iv

DEDICATION PAGE ........................................................................................ v

LEMBAR PERNYATAAN.................................................................................. vi

STATEMENT OF ORIGINALITY..................................................................... vii

ACKNOWLEDGEMENTS ………………………………………………….. viii

TABLE OF CONTENTS ................................................................................... x

  

ABSTRACT ......................................................................................................... xii

ABSTRAK ........................................................................................................... xiii

CHAPTER I: INTRODUCTION ......................................................................

  1 A. Background of the Study ....................................................................

  1 B. Problem Formulation ..........................................................................

  3 C. Objectives of the Study .......................................................................

  3 D. Definition of Terms.............................................................................

  4 CHAPTER II: THEORETICAL REVIEW ...................................................

  5 A. Review of Related Studies .................................................................

  5 B. Review of Related Theories ...............................................................

  7 1. Theory of Character and Characterization ...................................

  7 2. Theory of Conflict ........................................................................

  11 3. Theory of Children Rights ...........................................................

  14 4. Theory of Medical Technology Development .............................

  20 C. Theoretical Framework .......................................................................

  22 CHAPTER III: METHODOLOGY ..................................................................

  24 A. Object of the Study .............................................................................

  24 B. Approach of the Study ........................................................................

  25 C. Method of the Study............................................................................

  26 CHAPTER IV: ANALYSIS A. The Characteristics of the Characters ................................................

  28 1. The Characteristics of Anna.........................................................

  28 2. The Characteristics of Sara ..........................................................

  30 3. The Characteristics of Brian ........................................................

  32

  

B. The Conflicts in the Story ..................................................................

  35 1. Internal Conflicts ..........................................................................

  35 2. External Conflicts .........................................................................

  37 C. The Children’s Right which are Ignored by Medical Technology Development .......................................................................................

  44 CHAPTER V: CONCLUSION ..........................................................................

  52 BIBLIOGRAPHY ...............................................................................................

  54 APPENDIX: Summary of My Sister’s Keeper ....................................................

  56

  

ABSTRACT

Linda Kurniawati (2011). Children’s Need of Rights in Jodi Picoult’s My Sister’s Keeper.

  Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University.

This thesis discusses Jodi Picoult’s novel, My Sister’s Keeper. The story begins when

Kate is diagnosed with a serious disease. She has a rare form of leukemia. It was difficult to be

cured. The doctor suggested Kate’s parents to do genetic planning, that was creating babies for

health purposes. Anna was born to cure Kate. Anna was conceived to provide a donor match for

procedures that become increasingly invasive. At 13, Anna hires a lawyer so that she can sue her

parents for the right to make her own decisions about how her body is used when a kidney

transplant is planned.

  There are three problems to be analyzed in this thesis. They are: (1) How are the main

characters described in Picoult’s My Sister’s Keeper? (2) What are the conflicts in the story? (3)

How do the conflicts reveal the children’s rights which are ignored by medical technology

development in Picoult’s My Sister’s Keeper?

  This study employs a library study method. There are two kinds of sources. The primary

source is the novel itself, My Sister’s Keeper. The secondary sources are taken from several

books and articles related to the topic. In answering the problems, several theories on literature

and moral are applied. The moral philosophical approach is chosen since the analysis deal with

morality. There are theories of character and characterization, theories of conflict, theories of

children’s rights, and theory of medical technology development.

  The result of the analysis shows that the main characters in the novel are Anna, Sara, Brian

and Dr. Chance. Anna’s characteristics are smart, funny, observant and thoughtful. Sara’s

characteristics are clever, stubborn, compassionate, and unfair. Brian’s characteristics are

perceptive, sensitive, and emotionally weak. The characteristics of Dr. Chance are warm and

optimistic. There are two internal conflicts in the story. The first one is conflict in Anna’s mind

whether she wanted Kate to stay alive or she wanted to be free from medical procedures. The

second one is conflict when Anna intended to sue her parents to get her medical emancipation.

There are four external conflicts in the story, they are conflict between Anna and technology,

conflict between Anna and her mother, conflict between Anna and her father, and also conflict

when Anna sued her parents. Some articles related to Convention on the Rights of the Child

which are broken by Anna’s parents are article on expression of opinion, freedom of association,

parental responsibility, health care, standard of living, play and recreation, best interest of the

child, freedom of expression and information, and periodic review.

  

ABSTRAK

LINDA KURNIAWATI (2011). Children’s Need of Rights in Jodi Picoult’s My Sister’s Keeper.

  Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2011.

  Skripsi ini menganalisis novel karangan Jodi Picoult, My Sister’s Keeper. Novel ini menceritakan

tentang pengorbanan Anna terhadap kakak perempuannya. Cerita dimulai ketika Kate, kakak

perempuan Anna, didiagnosa mengidap suatu penyakit serius. Dia didiagnosa menderita penyakit

leukemia yang langka. Penyakit ini susah untuk diobati. Dokter menyarankan orang tua Kate untuk

melakukan rekayasa genetika, yaitu melahirkan bayi untuk tujuan kesehatan. Anna dilahirkan dengan

tujuan untuk mengobati Kate. Di usianya yang ketiga belas, Anna menyewa seorang pengacara untuk

menuntut orang tuanya agar dirinya memperoleh hak untuk membuat keputusan tentang transplantasi

ginjal.

  Dalam skripsi ini, ada tiga masalah yang dianalisa. (1) Bagaimana karakter utama dijelaskan

dalam novel My Sister’s Keeper karya Jodi Picoult? (2) Konflik apa saja yang ada di dalam cerita ini?

(3) Bagaimana masalah dalam cerita ini menunjukkan hak-hak anak yang terabaikan oleh karena

kemajuan teknologi di bidang medis?

  Skripsi ini menggunakan metode studi pustaka. Ada dua macam sumber pendukung. Sumber

utama adalah novel My Sister’s Keeper karangan Jodi Picoult. Sumber kedua diambil dari buku-buku

dan artikel-artikel yang berhubungan dengan topic cerita. Dalam menjawab pertanyaan, beberapa teori

tentang kesusastraan dan moral diaplikasikan dalam skripsi ini. Pendekatan yang digunakan adalah

pendekatan secara moral karena analisa novel ini berhubungan dengan moralitas. Teori yang

digunakan dalam menganalisa novel ini diantaranya yaitu teori karakter dan karakterisasi, teori

konflik, teori hak anak, dan teori perkembangan teknologi medis.

  Hasil analisa novel ini menunjukkan bahwa karakter utama dalam novel ini antara lain Anna, Sara,

Brian, dan Dr. Chance. Karakteristik Anna yaitu cerdas, lucu, taat, dan bijaksana. Karakteristik Sara

yaitu pintar, keras kepala, rela berkorban, dan tidak adil. Karakteristik Brian yaitu tanggap, sensitif,

baik serta memiliki tingkat emosional yang lemah. Karakteristik Dr. Chance yaitu hangat, sabar, dan

optimis. Ada dua konflik internal dalam cerita ini. Konflik internal yang pertama yaitu konflik di

dalam pikiran Anna yang mana di satu sisi dia ingin agar Kate tetap hidup. Namun di sisi lain, dia juga

menginginkan hak atas tubuhnya sendiri. Konflik internal yang kedua yaitu ketika Anna berencana

untuk menuntut orang tuanya untuk meminta kebebasan medis atas dirinya. Ada empat konflik

eksternal dalam cerita ini, yaitu konflik antara Anna dengan teknologi, konflik antara Anna dengan

ibunya, konflik antara Anna dengan ayahnya, dan konflik ketika Anna menuntut kedua orang tuanya.

Beberapa artikel dalam Konvensi Hak-hak Anak yang ditentang oleh orang tua Anna antara lain artikel

tentang kebebasan beropini, kebebasan berkumpul, tanggungjawab orang tua, kesehatan, standar

kehidupan, serta bermain dan rekreasi, ketertarikan anak, kebebasan berekspresi dan informasi, dan

peninjauan berkala.

CHAPTER I INTRODUCTION A. Background of the Study People have different abilities and interests. They also have different

  feelings and emotions. One way to develop their feeling and emotion is by reading literature. Literature is surely a device to learn about everything in our lives.

  Literature is the result of human’s creativity to entertain and also to inform and to give knowledge to its readers.

  Literature is human creation in certain time to say something or events in certain period or year. It is intended to share some idea or issue to other human beings, because the greatness of the literature work is brought out by the wisest and the most sensitive mind in the form of information, experience, knowledge or non-aesthetic values (Guerrin, 1979:18) While for the readers, by reading literature, they can enrich their knowledge, since literature may contain special information of life which is useful to learn. Even though it is not identical with the real experience, it provides a profitable supplement in terms of intellectual and critical values because making a mature evaluation of life without having a great deal of direct experience is also possible (Grace, 1965:7) According to Rohrberger and Woods, literary works can be divided into four genres namely short story, novel, poem and play. Each genre has its own history and particular dimension, and the form and requirement of each must be considered before evaluative judgment can be made (1971: 19). A novel is a work of art in so far as it introduces a living world. Novel is an imitation of life. The novel is the reflection of human life, which the stories that happen in a novel also happen in real life (1971:163).

  A novel as an artistic expression appears to have as its objective the deeper study the knowledge of the life of human. The description of the characters enables the reader to get a more understanding on human characters and to experience people (Henkle, 1977: 86).

  In this study, the writer is going to reveal a topic about human rights, especially the human rights which is ignored by medical technology development.

  According to Wikipedia, Human rights are rights and freedoms to which all human are entitled. Related to human rights which are stated in United Nation Universal Declaration of Human Rights, all human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

  Human rights can be various, like children’s rights. According to Wikipedia, children’s rights are the perceived human rights of children with particular attention to the rights of special protection and care afforded to the young, including their right to association with both biological parents, human identity as well as the basic needs for food, universal state-paid education, health care and criminal laws appropriate for the age and development of the child.

  This study is related to children’s rights which the writer chooses from one of Jodi Picoult’s novels, My Sister’s Keeper (2004). As a literary work, this novel has an idea that the writer wants to reveal and elaborate more. My Sister’s Keeper tells about Anna, the main character, who lost her children's rights because she has to contribute her part of the body continuously to her elder sister, Kate.

  The story begins when Kate is diagnosed with a serious disease. She has a parents to do genetic planning, that was creating babies for health purposes. Anna was born to cure Kate. Anna was conceived to provide a donor match for procedures that become increasingly invasive. At 13, Anna hires a lawyer so that she can sue her parents for the right to make her own decisions about how her body is used when a kidney transplant is planned. (Picoult, 2004: 15)

  The writer chooses the topic about medical technology development which ignores the children’s rights because it reminds the reader that all children have their children’s rights. Moreover, with the rapid development of medical technology, people have to be wise when using technology, they cannot ignore children’s rights.

  B. Problem Formulation Based on the background above, there are three problems in this study.

  The problems are formulated as follows:

  1. How are the main characters described in Picoult’s My Sister’s Keeper?

  2. What are the conflicts in Picoult’s My Sister’s Keeper?

  3. How do the conflicts reveal the children’s rights which are ignored by medical technology development in Picoult’s My Sister’s Keeper?

  C. Objectives of the Study

  Based on the problem formulation above, this study aims to reveal the children’s rights which are ignored by medical technology development in Picoult’s My Sister’s Keeper. In answering the problem, the objectives of the study are explained and applied according to the problem formulations it self. character, Anna, is described. This part aims to give the characteristics of the characters. For the second part of the analysis, the writer will observe the conflicts which the main characters face. The last part of the analysis is to analyze how the characteristics and the conflicts of the main characters reveal the idea of children’s rights which are ignored by medical technology development in this story.

D. Definition of Terms

  1. Characters: the persons presented in a dramatic or narrative work, who are interpreted by the reader as being endowed with moral, dispositional, and emotional qualities that are expressed in what they say and by what they do. (Abrams, 1981:20)

  2. Conflict: clash of action, ideas, desires, or wills between two individuals or among people in the society. (Perrine, 1974:44)

  3. Children's rights: the human rights of children with particular attention to the rights of special protection and care afforded to the young, including their right to association with both biological parents, human identity as well as the basic needs for food, universal state-paid education, health care and criminal laws appropriate for the age and development of the child. <en.wikipedia.org/wiki/Children's_rights> (27 October 2011)

  4. Medical technology: a wide range of healthcare products which is used to diagnose, monitor or treat diseases or medical conditions affecting humans.

  <en.wikipedia.org/wiki/Medical_technology> (27 October 2011)

CHAPTER II THEORETICAL REVIEW A. Review of Related Studies According to Jenny Dressel in her article entitle My Sister’s Keeper in Mostlyfiction.com, Picoult has an amazing ability to take touchy ethical questions

  and make them extremely human. Jenny Dressel said that Picoult can present both sides of human dilemma with such honesty and compassion that our beliefs may change. She allows us to look at all aspects of the issue, seeing human beings who may not be perfect, but have the best intentions at heart.

  <http://mostlyfiction.com/contemp/picoult2.htm> (20 January 2011) Allison Block in the article Keeper of the Fate said that the trademark of

  Picoult is the poetic treatment of prickly topics whose past bestsellers address such topics as statutory rape and teen suicide. Alternately narrated by each of its major characters, My Sister’s Keeper revolves around Anna and the life-altering consequences of her very adult decision.

  <http://www.bookpage.com/0404bp/fiction/sisters_keeper.html> (20 January 2011)

  According to Barbara Lipkien Gershenbaum in her article, My Sister’s

  

Keeper by Jodi Picoult is the amazing, gut-wrenching, sad, funny, insightful,

  moving and thought-provoking story of this American family. This new novel is by far her best achievement and a leap forward in her literary work. Readers are asked to think about all of the technological wizardry in the world. She also tragedy that befalls her characters in this highly emotional novel, she manages to imbue the book with lighter and delightful moments. No one can question the absolute love this family feels for one another; at the same time, however, they work at cross-purposes. Readers will smile, they will cry, they will be outraged and they will cheer. What they want be able to do is put down the book down. <http://www.bookreporter.com/reviews2/0743454537.asp> (20 January 2011)

  Katherine Arie, a former staff editor of the Atlantic Monthly and fiction editor of Atlantic Outbond said in her article A Genetically Made-to-order

  

Daughter Creates a Host of Ethical Dilemmas that Picoult is known for writing

  fictional page-turners that address controversial issues. Picoult explores the emotional, legal and moral dimensions of Anna’s dilemma from alternating perspectives—Anna’s, her parents’, her brother’s, her lawyer’s, her guardian’s— giving considered balance to both sides of the lawsuit. The novel’s shifting points of view also help to add depth to a cast of characters who would otherwise seem rather thinly drawn. Without this device, Anna’s mother could become a one-sided study in shrill desperation, and Anna’s lawyer, Campbell, could be mistaken for a base egomaniac.

  <http://www.washingtonpost.com/ac2/wpdyn?pagename=article&contentId=A43 483-2004Apr1> (20 January 2011)

  From those criticisms above, I find that there is no criticism or comment that relates to human rights which are ignored by the technology. Therefore, in this thesis I will try to discover children’s rights which are ignored by medical

B. Review of Related Theories

  Before analyzing the main character, the conflicts and the conflicts revealing the children’s rights which are ignored by medical technology development, the writer would like to explain some theories that will help the writer analyze the problems.

1. Theory of Character and Characterization

  The definition of characters according to Abrams in A Glossary of Literary

  

Terms are the persons who appear in a dramatic or narrative work that have moral

  and dispositional qualities expressed in what they say and what they do (1981: 20). It means that the character in the novel is having the ability to show the moral quality in everything they said or did.

  In An Introduction to Fiction , Stanton states that the term character is used in two ways; it designates the individuals who appear in the story; and it may refer to the description of attitudes, interests, desires, emotions, and moral principles of the individuals (1965:17). He adds that character in a story can be categorized into two different types: main character and minor character. Major character is a character that may dominate the whole story and is frequently presented in it.

  Meanwhile, the minor character is presented in order to explain and help the other characters, especially the major character (1965: 17-18).

  Meanwhile, E. M. Forster in his book Aspect of the Novel (1974: 47-54) classifies characters into flat and round. According to Forster, flat characters are formed around a single idea or quality. We will know the flat characters whenever easily remember them afterwards and the most important thing is that flat characters are not changed by circumstances. Round characters as it is stated by Forster are suitable to portray the tragic role for any length of time so that they can move our heart and feelings except humor and appropriateness. Round characters can surprise us convincingly. Ian Milligan’s The Novel in English provides some basic knowledge about character and characterization, which can be applied to drama. He divides character into two categories:

  a. Main or major characters A major character can be the center of the story. He or she is the most important character in the story. Usually, the actions of the story are focused in this character from the beginning to the end of the part. The content of the story is highlighted to this character.

  b. Minor characters Minor characters appear in the certain setting, just necessarily becomes the background for the major character. The roles are less important than the main character because they are not fully developed.

  Perrine differentiates fictional character into static and dynamic character. Static character is character that doesn’t undergo any specific changes in his or her outlooks, attitudes, or personalities during the course of the story. He or she remains stable from the beginning until the end of the story. He or she is described without much detail and he or she is not changed by the circumstances. Dynamic characters, personalities, or outlooks from the beginning to the end of the story. The change could be for better or for the worse. It can be a large or small change, but whatever the change is, it becomes something important and basic (1972: 21).

  M. J. Murphy in his book Understanding Unseens: An Introduction to

  

English Poetry & Novel for Overseas Student (1972: 161-173) states that there are

  nine ways in which an author can present the characterization of characters in a literary work. Those nine ways are: a. Personal description

  Personal description means that the author tries to describe the character through his physical appearances. The author can describe a person’s appearance and clothes such as his build, his skin-color, his hair or his face.

  b. Character as seen by another The author uses another character’s eyes and opinion to describe a character. It means that what people in the story think about a certain person can be significant for the reader’s understanding about the image of the character.

  c. Speech The author can give an insight into the characteristic of the character through what the character says. Whenever a person speaks in conversation, he gives a clue to the readers to know his motivation or attitude towards life.

  d. Past life The author gives a clue to a character’s past events that helps the readers to shape his character. e. Conversation of others The author uses the conversation of other people and the things they say about him in order to describe a person’s character.

  f. Reactions The author helps the readers to recognize a person’s character by describing how that person reacts to various situations and events.

  g. Direct comment The author gives direct description or comment on a person’s character.

  h. Thoughts The author can give the readers a direct knowledge of what a person is thinking about. i. Mannerism

  The author can convey something about a person by describing his mannerism, habits or idiosyncrasies.

  According to Oscar Bracket (1974: 39-40), characterization can be found in four levels. The first level of characterization is physical and it concerned only with such basic facts as sex, age, size, and color. The second level is social. It includes a character’s economic status, profession or trade, religion, family relationship- all those factors that place him/her in his/her environment. The third level is psychological. It reveals a character’s habitual response, attitude, desire, motivations, like and dislikes the inner working of mine, both emotional and intellectual, which precedes action. The forth level is moral. More nearly than make when facing moral crises show whether they are selfish hypocritical, or person of integrity.

2. Theory of Conflict

  According to Holman & Harmon, conflict is the struggle that grows out of the interplay of the two opposing forces. A conflict provides interests, suspense and tensions. At least, one of the opposing forces is usually a person, or, if an animal or an inanimate object is treated as though it was a person. This person usually the protagonist, maybe involved in conflicts of five different kinds: a struggle against nature; struggle against another person, usually the antagonist; struggle against society; struggle for mastery by two elements within the person; struggle against destiny or fate (Holman & Harmon, 1986: 80).

  Laurence Perrine (1974: 44) defines conflict as clash of action, ideas, desires, or wills between two individuals or among people in the society. The conflict can include physical, mental, emotional, or moral. In the real life, people try to avoid conflict. They prefer to live without any clash or quarrel. Although people try to avoid conflict, they will soon get conflict, even without wars or large scale of disagreement. Conflict in a literary work may consist of one conflict that is stated clearly and the reader can easily identify the conflict. It may also consist of multi conflicts or more than one conflict that is difficult to be understood by the reader. To understand multi conflicts, the reader should analyze the conflict one by one.

  According to Christ Baldick in his book, The Concise Oxford Dictionary someone else or something. It also implies the existence of some motivations for the conflict or some goals to be achieved thereby.” (Baldick, 1991: 107-108) According to Olsen (1991: 101), there are several kinds of conflict, namely: a. Latent and overt conflict

  Latent conflict exists when two or more actors have opposing interests or goal but do not interact over them. It can easily erupt into over conflict, which is expressed in interaction and exertion of social power.

  b. Verbal and action conflict Verbal conflict involves words to persuade, discredit, demand, threaten, or intimidate other actors. Action conflict involves taking action physically, economically, socially, or legally in nature.

  c. Pragmatic and ideological conflict Pragmatic conflict involves specific objectives, such as winning an agreement, obtaining higher wages, and so on. Ideological conflict involves fundamental beliefs that are deeply held.

  d. Regulated conflict and unregulated conflict Regulated conflict is conducted according to moral, norms, or operating rules that are accepted by all the participants. Unregulated conflict follows few or no norms or rules. In The World of Literature , there are two kinds of conflict. The first kind is called inner conflict. Inner conflict refers to a struggle that happens inside the not show any physical struggle. The second kind is called external conflict. It refers to a struggle between the protagonist and an outside force (Redman, 1962: 363). This conflict usually shows physical struggles between the protagonist and his/her opponents.

  Hunt (1995: 31) says that a conflict does not always have forms in direct ones, such as frontal war, fight, raid, riot or any kind of open hostilities. A conflict does not always mean hate, hatred or distrust. A conflict can also happen just through the limit of differences of opinion, perspectives, judgments, and opposing arguments. This type of conflict happens because a group tends to evaluate certain matters based on its own perception or point of view, which is influenced by any aspects of its culture, values, religion, belief, and moral standards.

  Robert and Jacobs (1987: 88) define a conflict as the opposition between two characters. It may also exist between larger groups of people, although in fiction conflicts between individual are more identifiable and therefore more interesting. A conflict may also exist between an individual and larger forces, such as natural objects, ideas, modes of behavior, public opinion, and the like. The existence of difficult choices within an individual’s mind may also be presented as conflict, or dilemma. In addition, the conflict may be presented not as direct opposition, but rather as a set of comparative or contrastive ideas or values. In addition, Rohrberger and Woods state that a conflict is the struggle that occurs between the protagonist and antagonist, fate or environment, or within the protagonist or with the conflicting value system (1971: 180).

3. Theory of Children’s Rights

  Children are young human beings. Some children are very young human beings. As human beings children evidently have a certain moral status. There are things that should not be done to them for the simple reason that they are human. At the same time children are different from adult human beings and it seems reasonable to think that there are things children may not do that adults are permitted to do. In the majority of jurisdictions, for instance, children are not allowed to vote, to marry, to buy alcohol, to have sex, or to engage in paid employment. What makes children a special case for philosophical consideration is this combination of their humanity and their youth, or, more exactly, what is thought to be associated with their youth. <http://www.unicef.org/crc/> (06 August 2011)

  The writer uses the Convention on the Rights of the Child as the basic rule because it is the first international treaty to guarantee civil and political rights as well as economic, social, and cultural rights. Convention on the Rights of the Child is the world’s most ratified human rights treaty.

  The aim of the Convention on the Rights of the Child is to set standards for the defence of children against the neglect and abuse they face to varying degrees in all countries every day. It is careful to allow for the different cultural, political and material realities among states. The most important consideration is the best interest of the child. The rights set out in the Convention can be broadly grouped in three sections: Preamble Article 1: Definiton of the Child

  Every human being below 18 years unless majority is attained earlier according to the law applicable to the child.

  Article 2: Non discrimination All rights must be granted to each child without exception. The States must protect the child without exception. The States must protect the child against all forms of discrimination. Article 3: Best interests of the child

  In all actions concerning children, the best interest of the child shall be the major consideration.

  Article 4: Implementation of rights The obligation on the States to ensure that the rights in the Convention are implemented.

  Article 5: Parents, family, community rights and responsibilities States are to respect the parents and family in their child rearing function.

  Article 6: Life, survival and development The right of the child to life and the state’s obligation to ensure the child’s survival and development.

  Article 7: Name and nationality The right from birth to a name, to acquire a nationality and to know and be cared for by his or her parents.

  The obligation of the State to assist the child in reestablishing identity if this has been illegally withdrawn.

  Article 9: Non-separation from parents The right of the child to retain contact with his parents in cases of separation. If separation is the result of detention, imprisonment or death the State shall provide the information to the child or parents about the whereabouts of the missing family member.

  Article 10: Family reunification Requests to leave or enter country for family reunification shall be dealt with in a human manner. A child has the right to maintain regular contacts with both parents when these live in different States. Article 11: Illicit transfer and non-return of children The States shall combat child kidnapping by a partner or third party.

  Article 12: Expression of opinion The right of the child to express his or her opinion and to have this taken into consideration.

  Article 13: Freedom of expression and information The right to seek, receive and impart information in various form, including art, print, writing.

  Article 14: Freedom of thought, conscience and religion States are to be respect the rights and duties of parents to provide direction to the child in the exercise of this right in accordance with the child’s evolving

  Article 15: Freedom of association The child’s right to freedom of association and peaceful assembly.

  Article 16: Privacy, honor, reputation No child shall be subjected to interference with privacy, family, home or correspondence.

  Article 17: Access to information and media The child shall have access to information from a diversity of sources; due attention shall be paid to minorities and guidelines to protect children from harmful material shall be encouraged. Article 18: Parental responsibility

  Both parents have common responsibilities for the upbringing of the child and assistance shall be given to them in the performance of the parental responsibilities. Article 19: Abuse and neglect (while in family or care) States have the obligation to protect children from all forms of abuse.

  Social programs and support services shall be made available. Article 20: Alternative care for children in the absence of parents

  The entitlement of the child to alternative care with national laws and the obligation on the States to pay due regard to continuity in the child’s religious, cultural, linguistic or ethnic background in the provision of alternative care. Article 21: Adoption

  States are to ensure that only authorized bodies carry out adoption. Inter- Article 22: Refugee children Special protection is to be given to refugee children. States shall cooperate with international agencies to this end and also to reunite children separated from the families. Article 23: Disabled children

  The right to benefit from special care and education for a fuller life in society.

  Article 24: Health care Access to preventive and curative health care services as well as the gradual abolition of traditional practices harmful to the child.

  Article 25: Periodic review The child who is placed for care, protection or treatment has the right to have the placement reviewed on a regular basis.

  Article 26: Social security The child’s right to social security.

  Article 27: Standard of living Parental responsibility to provide adequate living conditions for the child’s development even when one of the parents is living in a country other than the child’s place of residence. Article 28: Education

  The right to free primary education, the availability of vocational educating, and the need for measures to reduce the drop-out rates. Article 29: Aims of education Education should foster the development of the child’s personality and talents, preparation for a responsible adult life, respect for human rights as well as the cultural and national values of the child’s country and that of others. Article 30: Children of minorities and indigenous children

  The right of the child belonging to a minority or indigenous group to enjoy his or her culture, to practice his or her own language.

  Article 31: Play and recreation The right of the child to play, recreational activities and to participate in cultural and artistic life.

  Article 32: Economic exploitation The right of the child to protection against harmful forms of work and against exploitation.

  Article 33: Narcotic and psychotic substances Protection of the child from their illicit use and the utilization of the child in their production and distribution.

  Article 34: Sexual exploitation Protection of the child from sexual exploitation including prostitution and the use of children in pornographic materials.

  Article 35: Abduction, sale and traffic State obligation to prevent the abduction, sale of or traffic in children.

  Article 36: Other forms of exploitation

  Obligation of the State vis-à-vis children in detention. Article 38: Armed conflicts

  Children under 15 years are not to take a direct part in hostilities. No recruitment of children under 15.

  Article 39: Recovery and reintegration State obligation for the reeducation and social reintegration of child victims of exploitation, torture or armed conflicts.

  Article 40: Juvenile justice Treatment of child accused of infringing the penal law shall promote the child’s sense of dignity.

  Article 41: Rights of the child in other instruments Article 42: Dissemination of the Convention The State’s duty to make the convention known to adults and children.

  Article 43-54: Implementation These paragraphs provide for a Committee on the Rights of the Child to oversee implementation of the Convention.

4. Theory of Medical Technology Development

  Medical technology includes a vast array of products used in the diagnosis and monitoring of human conditions and diseases. It also encompasses the advancement of medicine that is available to treat diseases that were once fatal, and the instruments used to perform less invasive operations. Medical laboratory scientists are aware of the implications of using computers and machinery that can accuracies than in the past.

  The most fascinating aspects of medical technology are the innovations that occur at the engineering level. There are miniature robots that are used to perform spinal surgeries that were once considered highly complex and dangerous. Miniaturized pacemakers function without any disturbance to the patient, and drugs can be activated by light to seek out diseased cells. Other medications can be swallowed and their activation is delayed until biological processes break them down as they reach certain organs.

  Medical technology advancements are impacting the job outlook as well. Automated laboratory equipment is enabling the analysis of samples of blood and cells to detect diseases much earlier than before. Based on data from the U.S.