Perceptions of the Elderly toward the New Generation

Perceptions of the Elderly toward the New Generation Introduction The past couple of decades have seen the world’s population adopt various aspects of changes in terms of the food people eat, the entertainment activities they engage in, the modes of communication they use, their interests and other lifestyle changes. The main architects and pursuers of these transformative endeavors are the youths and the young adults.Advertising We will write a custom proposal sample on Perceptions of the Elderly toward the New Generation specifically for you for only $16.05 $11/page Learn More The ways in which people conduct their businesses have also changed. The new Japanese business trend is a good case study that can attest to these changes. However, during this rush to embrace new modes of lifestyles, there seems to be a whole generation that has been left behind, which is the elderly. This group of people played a very crucial role in the past, by offering wise counsel to other members of the society. They were heavily consulted when making important decisions, especially those that significantly affect the society. However, this is not the case today as the present young generation have not only ignored the elderly but also considered their counsel irrelevant (Borovoy, 2008, p 568). The Thesis Statement The aim of this research proposal is to study the relationship between the present younger generation and the elderly in the Japan’s family setup and establish their correlation. Methodology Each member will be issued with a questionnaire that he or she will give to the oldest member of the family to fill. In case where the oldest member of the family is unable to understand the contents of the questionnaire, then another literate member of the family will read it loudly and interpret it to him or her. Discussion In collaboration with twenty nine other students from my class, we shall undertake to conduct a study that is aimed at ascertaining the roles played by the elderly in Japa nese households. The study will require each member of the team to perform interview tests to the eldest members of their families based on a couple of predetermined subjects. This study will generally be concerned with the perception of the younger generation towards the elderly generation. In order to effectively establish this, we will seek to find out the roles the elderly can play in their households so as to influence the perceptions of the younger generations towards them.Advertising Looking for proposal on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is common knowledge that the global economy has recently faced some hard times, normally characterized by recessions and depressions. In essence, there have been a lot of worries across many generations, on the best economic practices that can be applied to evade these scenarios. It is also important to note that the elderly in most households are people w ho are either headed for retirement or who have recently retired. They are therefore in great positions to offer sound counsel to their families on issues such as the global economic recession. On the other hand, there are new and bright market leaders who are not only young but also capable of understanding the global market trends. We shall seek to find out the views of these two groups of people on this issue. In this regard, we shall be on a mission to establish if the elderly people could offer wise and up to date counsel that can accurately help address the prevailing situations. According to the available demographic statistics, the population of the world has increased tremendously over the past three decades. This has led to the introduction and adoption of new concepts of family planning. The prevailing family trends indicate that the now elderly population had relatively large numbers of children, and some of them were even in polygamous marriages. But with the prevailing economic constraints, the few jobs that are hard to come by and the huge responsibilities that are involved in bringing up children, these patterns have significantly changed over time. In this respect, this study will focus on finding out the perception of these two generations toward family planning. Data Analysis The data that will be acquired from this research study will be sorted out and categorized as either quantitative or qualitative. Analyzing the quantitative data will involve the interpretation of the raw and tangible components of the information that has been obtained from the study (Grbich, 2007, p. 120). This data will include the number of the elderly people who can authoritatively offer sound counsel to their families on global economic conditions and the number of the currently educated young people who can care to listen to their elders as they talk about this issue.Advertising We will write a custom proposal sample on Perceptions of the Elderly toward t he New Generation specifically for you for only $16.05 $11/page Learn More The number of elderly people who support family planning, a viable option for addressing the unsustainable population growth, will also be enumerated against that of the younger generation. The analysis of the qualitative data on the other hand will involve interpretation of the intangible components of the information obtained from the study. Conclusion The views held by the aged and the young generations on some topics, can be greatly influenced by age, exposure and level of education (Postigoa, 2010, p. 341). As much as this concept is true, some elderly individuals can be reluctant to embrace ideas that come from the younger generation for fear of abdicating their roles. Younger people, especially the educated ones, always assume that the counsel offered by the elderly, has been overtaken by events and is therefore not of significant importance in solving most of the present day’s problems. References Borovoy, A. (2008). Japan’s hidden youths: mainstreaming the emotionally distressed in Japan. Culture, Medicine and Psychiatry, 32(4), 552-576. Grbich, C. (2007). Qualitative data analysis: An introduction. London: SAGE Publications. Postigoa, J. M. (2010). The co-residence of elderly people with their children and grandchildren. Educational Gerontology, 36(4), 330-349.

Best Analysis Valley of Ashes in The Great Gatsby

Best Analysis Valley of Ashes in The Great Gatsby SAT / ACT Prep Online Guides and Tips In The Great Gatsby, between the glittering excitement of Manhattan and the stately mansions of East and West Egg, there is a horrible stretch of road that goes through an area covered in dust and ash from the nearby factories. Why does the novel insist on spending time in this depressing place? Why, instead of simply calling it Queens, or giving it a fictional name, does Nick refer to it by the vaguely Biblical-sounding "valley of ashes"? In this article, I'll dissect this potent symbol of the failure of the American Dream, analyze the places it occurs in the text, figure out the characters who are most closely associated with this location, and give you some tips on writing essays about this image. Quick Note on Our Citations Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text. What Is the Valley of Ashes in The Great Gatsby? The valley of ashes is the depressing industrial area of Queens that is in between West Egg and Manhattan. It isn't actually made out of ashes, but seems that way because of how gray and smoke-choked it is. This grayness and dust are directly related to the factories that are nearby- their smokestacks deposit a layer of soot and ash over everything. The valley is next to both the train tracks and the road that runs from West Egg to Manhattan- Nick and other characters travel through it via both modes of transportation. The area is also next to a small river and its drawbridge, where the products of the factories are shipped to their destinations. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Key Quotes About the Valley of Ashes Before we can figure out what the ash heaps mean as a symbol, let's do some close reading of the moments where they pop up in The Great Gatsby. Chapter 2 About half way between West Egg and New York the motor-road hastily joins the railroad and runs beside it for a quarter of a mile, so as to shrink away from a certain desolate area of land. This is a valley of ashes- a fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens where ashes take the forms of houses and chimneys and rising smoke and finally, with a transcendent effort, of men who move dimly and already crumbling through the powdery air. Occasionally a line of grey cars crawls along an invisible track, gives out a ghastly creak and comes to rest, and immediately the ash-grey men swarm up with leaden spades and stir up an impenetrable cloud which screens their obscure operations from your sight†¦ The valley of ashes is bounded on one side by a small foul river, and when the drawbridge is up to let barges through, the passengers on waiting trains can stare at the dismal scene for as long as half an hour. There is always a halt there of at least a minute and it was because of this that I first met Tom Buchanan's mistress. (2.1-3) After telling us about the "fine health to be pulled down out of the young breath-giving air" (1.12) of West Egg in Chapter 1, Nick shows us just how the glittering wealth of the nouveau riche who live there is accumulated. Much of it comes from industry: factories that pollute the area around them into a "grotesque" and "ghastly" version of a beautiful countryside. Instead of the bucolic, green image of a regular farm, here we have a "fantastic farm" (fantastic here means "something out of the realm of fantasy") that grows ash instead of wheat and where pollution makes the water "foul" and the air "powdery." This imagery of growth serves two purposes. First, it's disturbing, as it's clearly meant to be. The beauty of the natural world has been transformed into a horrible hellscape of gray ashes. Not only that, but it is turning regular humans into "ash-grey men" who "swarm" like insects around the factories and cargo trains (that's the "line of grey cars"). These are the people who do not get to enjoy either the luxury of life out on Long Island, or the faster-paced anonymous fun that Nick finds himself enjoying in Manhattan. In the novel's world of haves and have-nots, these are the have-nots. Second, the passage shows how disconnected the rich are from the source of their wealth. Nick is annoyed when he is a train passenger who has to wait for the drawbridge to lead barges through. But the barges are carrying the building products of the factories. Nick is a bond trader, and bonds are basically loans people give to companies (companies sell bond shares, use that money to grow, and then have to pay back that money to the people who bought the bonds). In the 1920s, the bond market was fueling the construction of skyscrapers, particularly in New York. In other words, the same construction boom that is making Queens into a valley of ashes is also buoying up the new moneyed class that populates West Egg. "Oh, sure," agreed Wilson hurriedly and went toward the little office, mingling immediately with the cement color of the walls. A white ashen dust veiled his dark suit and his pale hair as it veiled everything in the vicinityexcept his wife, who moved close to Tom. (2.17) In the valley, there is such a thick coating gray dust that it looks like everything is made out of this ashy substance. It's important to note that from a general description of people as "ash-grey men" we now see that ashy description applied specifically to George Wilson. He is covered in a "veil" of desolation, sadness, hopelessness, and everything else associated with the ash. Also, we see that Myrtle Wilson is the only thing that isn't covered by ash. She visually stands out from her surroundings since she doesn't blend into the "cement color" around her. This makes sense since she is an ambitious character who is eager to escape her life. Notice that she literally steps towards Tom, allying herself with a rich man who is only passing through the ash heaps on his way from somewhere better to somewhere better. Chapter 4 "I'm going to make a big request of you today," he said, pocketing his souvenirs with satisfaction, "so I thought you ought to know something about me. I didn't want you to think I was just some nobody."... Then the valley of ashes opened out on both sides of us, and I had a glimpse of Mrs. Wilson straining at the garage pump with panting vitality as we went by. With fenders spread like wings we scattered light through half Astoriaonly half, for as we twisted among the pillars of the elevated I heard the familiar "jugjugspat!" of a motor cycle, and a frantic policeman rode alongside. "All right, old sport," called Gatsby. We slowed down. Taking a white card from his wallet he waved it before the man's eyes. "Right you are," agreed the policeman, tipping his cap. "Know you next time, Mr. Gatsby. Excuse me!" "What was that?" I inquired. "The picture of Oxford?" "I was able to do the commissioner a favor once, and he sends me a Christmas card every year." (4.43-54) While West and East Egg are the settings for the ridiculous extravagance of both the old and new money crowd, and Manhattan the setting for business and organized crime, the valley of ashes tends to be where the novel situates the grubby and underhanded manipulations that show the darker side of the surrounding glamor. Check out just how many unethical things are going on here: Gatsby wants Nick to set him up with Daisy so they can have an affair. Mrs. Wilson's "panting vitality" reminds us of her thoroughly unpleasant relationship with Tom. A policeman lets Gatsby off the hook for speeding because of Gatsby's connections. Nick jokes about Gatsby's shady-sounding story about being an Oxford man. Gatsby hints at doing something probably illegal for the police commissioner (possibly supplying him with alcohol?) that makes the commissioner be permanently in his pocket. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Chapter 8 Wilson's glazed eyes turned out to the ashheaps, where small grey clouds took on fantastic shape and scurried here and there in the faint dawn wind. (8.101) This brief mention of the ashheaps sets up the chapter's shocking conclusion, once again positioning Wilson as a man who is coming out of the gray world of ashy pollution and factory dust. Notice how the word "fantastic" comes back. The twisted, macabre world of the valley of ashes is spreading. No longer just on the buildings, roads, and people, it is what Wilson's sky is now made out of as well. At the same time, in combination with Wilson's "glazed" eyes, the word "fantastic" seems to point to his deteriorating mental state. No telephone message arrived but the butler went without his sleep and waited for it until four o'clockuntil long after there was any one to give it to if it came. I have an idea that Gatsby himself didn't believe it would come and perhaps he no longer cared. If that was true he must have felt that he had lost the old warm world, paid a high price for living too long with a single dream. He must have looked up at an unfamiliar sky through frightening leaves and shivered as he found what a grotesque thing a rose is and how raw the sunlight was upon the scarcely created grass. A new world, material without being real, where poor ghosts, breathing dreams like air, drifted fortuitously about . . . like that ashen, fantastic figure gliding toward him through the amorphous trees. (8.0) The final reference to the ash heaps is at the moment of the murder-suicide, as George skulks towards Gatsby floating in his pool. Again, the ashy world is "fantastic"- a word that smacks of scary fairy tales and ghost stories, particularly when combined with the eerie description of Wilson as a "gliding figure" and the oddly shapeless and out of focus ("amorphous") trees. It's significant that what threatens the fancy world of the Eggs is the creeping encroachment of the ash that they so look down on and are so disgusted by. But, truth be told, I'm not a huge fan of dust getting into my house either. The Meaning and Significance of the Valley of Ashes in The Great Gatsby In the world of the novel, which is so much about the stark differences between the rich, the strivers, and the poor, the valley of ashes stands for the forgotten poor underclass who enable the lifestyle of the wealthy few. The people who live and work there are the factory employees whose production is driving the construction boom that supplies the residents of West Egg with wealth and also allows the criminal underclass to prosper by creating fake bonds to cash in (this is the illegal activity that Gatsby tempts Nick with). This region of industrial production is shown burying its inhabitants in the polluted byproduct of its factories: ash that covers everything from cars to buildings to people. This literal burial has a symbolic meaning as well, as those who cannot connive their way to the top are left behind to stagnate. The valley is a place of hopelessness, of loss, and of giving up. Highlighting this is the fact that Myrtle Wilson is the only ash heaps resident who isn't covered in the gray dust- she has enough ambition to try to hitch her wagon to Tom, and she hopes to the very last that he will be her ticket out of this life. On the other hand, although Wilson also tries to leave the ash heaps by moving to a different part of the state, his defeatist attitude and general weakness doom his escape attempt to failure. At the same time, the phrase "the valley of ashes" connects to the Biblical "the valley of the shadow of death" found in Psalm 23. In the psalm, this terrifying place is made safe by the presence of God. But in the novel, the valley has no divine presence or higher moral authority. Instead, the ashes point to the inexorable march toward death and dissolution, linking this valley with the Anglican burial services reminder that the body is "ashes to ashes, dust to dust." Even when George tries to sense a divine presence through the eyes of Doctor T.J. Eckleburg, the fact that no one else is impacted by this billboard's inanimate presence ultimately dooms George as well. Characters, Themes, Motifs, and Symbols Connected to the Valley of Ashes George Wilson: George Wilson's garage is right in the middle of the valley. He is so strongly identified with this place that by the end of his book he is described as an "ashen figure"- he is almost made out the dust that covers everything in this Queens neighborhood. He is also the book's weakest, most hopeless, and least ambitious character- traits that doom him in the cynical, self-serving, amoral world that Fitzgerald is describing, and traits that align with what the ash heaps represent. Myrtle Wilson: George's wife remains vibrant and colorful despite her years living in the middle of the ash heaps. Her dreams of escape enable her to avoid being covered with the dust that ends up burying everyone else. However, because her path to leaving centers on Tom, the valley of ashes ends up being Myrtle's death trap. Society and Class: Everyone who can afford to move away from the dirty and depressing valley does so, which means the only people that left to live and work there are those who have no other options. The state of this area shows what happens in a culture where getting ahead is valued above all other things: those who cannot succeed on these vicious terms have no recourse but being buried alive by pollution and misery. The Eyes of Doctor T. J. Eckleburg: The billboard that features the strikingly disquieting disembodied giant eyes of Doctor T. J. Eckleburg is located in the middle of the valley of ashes, right next to Wilson's garage. Just as the ash heaps reveal the huge gulf between the poor and the rich, so the eyes stare at the devastation that heedless capitalism has created. This stare seems accusatory, but of course, the eyes are completely inanimate, and so whatever guilt they produce in the person they are looking at dissipates almost immediately. The eyes speak to the lack of God/religion in the novel, and that how George is the only one who outwardly grants them any larger significance beyond Nick and Tom's half-hearted discomfort under their stare. Symbols: Colors. Fitzgerald doesn't deviate from the standard association of the color gray in this novel. It describes things that are dirty, unpleasant, dull, uninteresting, monotonous, and generally depressing- all qualities that are associated with the ash heaps as well. When this color is combined with the ashes, it also stands for death, decay, and destruction (all the fun "d" words). Motif: Cars. Although most of the time, the novel treats cars as a dangerous, exciting, and liberating mode of transportation, these positive qualities fade away whenever cars enter the valley of death: On the more benign end, there is permanent traffic. (Nick complains about waiting for barges to cross under the drawbridge.) There is also the threat of running out of fuel. (Tom, Nick, and Jordan stop at Wilson's gas station to fill up because Gatsby's fake warning about the empty tank makes Nick nervous.) And of course, there are frequent wrecks (as evidenced both by the drunken accident Nick sees leaving Gatsby's party, and Tom's gleeful exclamation that a wreck means more business for Wilson's garage when they are nearing the scene of Myrtle's hit-and-run). Finally, the ash heaps are the scene of Myrtle's death by car, as Daisy runs her over, which leads us right back into the novel's ongoing theme of death and failure. This might well be the first time a drawbridge was directly connected to murder... Essay Ideas and Tips for Writing About the Valley of Ashes Now that we've explored the layers of meanings behind the valley of ashes, you're in a good place to think about how to write about this symbol. Tips for Writing About Symbols Here are some tips for how to write an essay about the role of a symbol in a novel, including the valley of ashes: Build from the text out. In this article, I first looked at the valley of ashes as it appears as a location for events in the novel, and only afterward wrote about its general meaning and connections. The same approach is good to remember for your own essay. Work from small ideas to big ones, and you'll be supporting your argument. Make an argument. It's not enough to just describe the symbol and explain its possible meanings. Instead, you have to make sure that you're making some kind of point about why/how the symbol works. How do you know if you're making an argument and not just saying the obvious? If you can imagine someone arguing the opposite of what you're saying, then you've got an argument on your hands. Don't overthink it. Sure, the ash heaps can be said to represent lots of things: the failure of the American Dream, the low position of the working class in the novel, or the way death underpins the glittering high life in Manhattan and the Eggs. But that doesn't mean that it also stands for doomed love, Gatsby's mysterious past, or international cooperation. In other words, watch out for stretching your symbol analysis too far from what the text is telling you. Essay Ideas for the Valley of Ashes Here are some possible essay arguments. You can build from them as-is, argue their opposite, or use them as jumping-off points for your own interpretation. The valley of ashes shows what happens to people who try to pursue the American Dream through honest hard work- they end up nowhere. The valley of ashes is only the most obvious site of decay in the novel. In reality, all of the places show signs of rot and decomposition which underpins the seemingly glittering lifestyle of the rich characters. For Myrtle, the valley of ashes is as inescapable a trap as the Buchanan mansion is for Daisy. The whole place might as well have barbed wire around it for how easy it is to escape. The Bottom Line The valley of ashes is the depressing industrial area of Queens between West Egg and Manhattan. It isn't actually made out of ashes, but seems that way because of how gray and smoke-choked it is. The valley is mentioned in: Chapter 2, where Nick describes what this place is like at length before he goes there to meet Tom's mistress Myrtle. Chapter 4, where it's the place Gatsby can flash his mysterious get-out-of-a-ticket-free card at a cop and also ask Nick to set him up with Daisy. Chapter 8, where a beaten down and despondent Wilson looks at the ash heaps to try to find divine moral guidance. This symbol is connected to discussions of: Class division, since it stands for the forgotten poor underclass who enable the lifestyle of the wealthy few. The way the working class is left behind, since this place is both literally burying its inhabitants in the polluted byproduct of its factories and figuratively burying those who cannot connive their way to the top to stagnate in hopelessness and despair. The absence of a moral value system, which is notably lacking in the valley, which has no divine presence or higher authority beyond a creepy inanimate billboard. The characters, themes, symbols, and motifs most closely connected to the valley of ashes are: George Wilson, whose garage is right in the middle of the valley. Myrtle Wilson, who remains vibrant and colorful despite her years living in the middle of the ash heaps. Society and class, since everyone who can afford to move away from the dirty and depressing valley does so, which means the only people that left to live and work there are those who have no other options. The Eyes of Doctor T. J. Eckleburg, a billboard that speaks to the lack of God or religion in the novel. The motif of colors, where gray describes things that are dirty, unpleasant, dull, uninteresting, monotonous, and generally depressing. The motif of cars, which lose their usually positive associations whenever they enter the valley of death. What's Next? Revisit Chapter 2, Chapter 4, and Chapter 8 to see the context surrounding mentions of the valley and its ash heaps. You can even explore why the valley of ashes almost made it into the title of the novel here. Consider the characters of George and Myrtle Wilson to understand why he succumbs to the ash heaps and she rises above them. You can also read about all the other symbols in The Great Gatsby. While the Valley of Ashes is all about imagery and tone words, there are several other literary elements at play in The Great Gatsby. Learn how to spot personification and rhetorical devices in action with our guides. Need to review your knowledge of literary devices and poetic terminology for an English/Literature class? Read up on assonance, iambic pentameter, and point of view. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Peer Pressure on Teenagers Essay Example | Topics and Well Written Essays - 1250 words

Peer Pressure on Teenagers - Essay Example Indeed, peer pressure is closely linked to human behavior that tries to rationalize the factors that have significant impact on the human psyche which promotes the process of rational or irrational thinking. The impact of peer pressure is critical to the overall development of an adolescent and the paper would be discussing its pros and con. Peer pressure can broadly be defined as the influence of friends, acquaintances, elders and other on the behavioral pattern of the people, especially adolescent children and teenagers. Peer pressure is a specific instance of social influence, which typically produces conformity to a particular way of acting or thinking (Csikszentmihalyi & Larson, 1984). It tends to change the attitude, behavior and moral actions of the person as per the diktats of the peer group. Peer pressure is a common factor amongst the people in general and everyone, at some time or other is influenced to some extent by the people or group to which he or she may belong. Indeed, construction of social identities is often influenced by hordes of issues, which are defined by individual ideology, group representation, professional competencies, intercultural compulsions etc. They facilitate better understanding and access to networking with organizations and groups in order to avail the emerging opportunities for t heir vested interests and boosting of self esteem. Peer pressure in the recent times has catapulted into serious concern for the parents as it adversely impacts the personality traits and behavior of children. It often adversely influences the psyche of the adolescents when they fail to see the long term consequences of their actions and behavior. It may also become detrimental to the overall development of the children and make them irresponsible. Their foray into drug abuse, smoking, sex, violence etc. are few of the areas which are highly damaging and therefore, require careful guidance and intervention during growing up period of

Cuban Missile Crisis of 1962 Essay Example | Topics and Well Written Essays - 3000 words

Cuban Missile Crisis of 1962 - Essay Example The event is of tremendous strategic importance for it had great impact on shaping international relation, foreign and economic policies and also affected both countries on a sociological front. The essay will analyze the significance and the magnitude of its impact that on global politics. Cuban Missile Crisis I. Background Cuban Missile Crisis was just another outcome of the Cold War that existed between the two superpowers of that time, Unites States and Soviet Union. However, the crises were mainly after the liberation of Cuba by Fidel Castro. 1The United States were already ambivalent about their involvement in Cuban politics and were particularly happy about the coup held by Castro but soon enough, the Cuban leader fell out of favor with the Americans for his alliance with the Soviet Union and the Americans began to fear the formation of one more communist nation. Cuba’s associations with the communist bloc were feared by then president Richard Nixon in confidential memo randums issued for the CIA. Cuba was declared a socialist nation by Fidel Castro on 1st May, 1961 and its affiliation with the communist bloc was further consolidated. ... Therefore, the tension between Cuba and America intensified ever since and the situation became even worse when the American intelligence began intercepting messages and satellite pictures showed establishments of arm bases around the island nation. In 1962, the United States established military bases in Turkey armed with Nuclear Missiles that were clearly meant to keep Soviet activity at bay. 3This move was defended by the United States as precaution against the military bases in Cuba that were quickly becoming a rising threat for the Americans. One of the biggest turning points preceding the main crises were the alleged training of 1300 Cuban exiles by the CIA in order to stage a coup against the Castro regime. However, this particular move by Americans led to a conflict in the Bay of Pigs that ended up in a major fiasco for the American side and subsequently shamed the entire American intelligence and the president in front of the whole world. Therefore, in 14th October 1962 the Soviets granted full arms support to Cuba against any further threats by the United States and so there were satellite images found by American intelligence that showed missile sites around Cuba that had missiles pointing towards every single major town in the United States. President Kennedy was forced to issue a public announcement acknowledging and admitting to the immediate threat that the entire country was now under and therefore, these small conflicts had now eventually been turned into one major crises situation that brought the world to the brink of nuclear annihilation. II. Game Theory and Cuban Missile Crisis Considering the initial premise of the crisis, the entire event has been described by scholars as both sides had completely turned a blind side to

Without Seeing The Dawn Essay Example for Free

Without Seeing The Dawn Essay Babies are born with an inherent drive to learn. Your challenge as the parent of a child with learning or attention problems is to help him build what Drs. Robert Brooks and Sam Goldstein (Raising Resilient Children: Fostering Strength, Hope, and Optimism in Your Child) call islands of competence, to offset the frustrations and low self-esteem that can result from his learning struggles. The goal is to find subjects or activities where he is self-motivated to learn, enjoys the process of learning, and sees the value of what he learns. Deborah Stipek, Ph.D, Dean of the Stanford University School of Education, is an expert in the subject of motivation in young children. Shes also a mother, so her latest book, Motivated Minds/Raising Children to Love Learning, is full of practical advice. Dr. Stipek says kids will be self-motivated to learn when they: Feel competent about something Have some choice and control over their learning Believe that intelligence isnt fixed at birth Feel loved and respected by their parents Help Your Child Discover His Passions Help Your Child Discover His Passions One way to build a sense of competence in your child is to encourage his passions. Theres an academic payoff to building competence this way. Dr. Stipek says, The good news may seem paradoxical: research has shown that the indirect strategy of helping your child enjoy learning and see its value is the best way to improve your childs grades and raise his test scores. If your child has a particular strength in school, such as being a math whiz, find ways outside of school to expose him to math in the real world computers, hands-on science museums, and math camps. If he struggles with most school subjects, look elsewhere for his passions. Pay attention to whatever makes your child perk up. Is it animals? Plants? Music? Art? Dinosaurs? Video games? Skateboards? To play on these passions, help your child deepen his knowledge. For example, if your Internet provider allows you space for a family website, let the child help build one on his favorite subject. He could research and write abou t the foremost skateboard athletes in the world. Post his drawings of himself skateboarding the galaxy. List  unanswered questions about skateboards. Let family and friends interact with the website, too what else would they like to know from your in-house skateboard expert? Give Your Child Some Choices All of us thrive when we feel were acting of our own volition. Children with learning and attention difficulties are no different. For example, when we offer them a choice between two acceptable alternatives, such as doing either their math or social studies homework first, they feel a sense of control over their own world. This leads to greater pride and self-motivation. Dr. Mel Levine, author of the set of tapes called Developing Minds, says, Help children develop a sense of control by presenting things they do not want to do as choices. For example, let a child decide whether to do homework before or after dinner. At school, consider letting a child who dislikes chorus participate in the spring performance by selling tickets. Help Your Child Develop Persistence Dr. Stipek reports on experiments that reveal a childs beliefs about intelligence affect his motivation to succeed. If he believes intelligence is fixed at birth and he missed out, he is liable to quit without trying. If, on the other hand, you help him to understand that persistence is more important than the luck of the draw, you promote a child who can learn to succeed on his own terms. This is the struggling child who changes from saying, Whats the use? to Ive learned how to slow down and double-check my work. Dr. Stipek says, Emphasize notions of flexible intelligence. Tell your child, in every way you can, that brainpower is something you acquire. Make the following sayings (or their age-appropriate equivalents) your family mantras: Success is 1% inspiration, 99% perspiration. Geniuses are made, not born. Let Your Child Know You Love and Respect Him Every child needs to feel that his parents are on his side. You can demonstrate your love and respect for your child with learning problems by accepting, connecting, and supporting, no matter what. You still love him, even when he forgets his assignment. Youre interested in the details of each day. And when hes upset, you help him to give words to feelings.  Respect your child by helping him understand not only his specific learning difficulties, but strategies for coping in school. For example, if your child cannot hold multiplication facts in long-term memory, he may not do well on a standardized math test. He needs both a strategy to practice his math skills and a strategy to take the test. He may need different ways to drill multiplication, such as tactile manipulation of objects, drawing pictures, or saying the tables out loud. He may also need more time on the test. Help Your Child Identify Steps to Success Our culture reveres inborn talent and luck. Unfortunately, that can leave out the child who struggles in school. He begins to believe that no matter how hard he works, school success is outside of his control. If you help him identify small, concrete steps to reach his learning goals, you can recognize each accomplishment along the way, nor matter how big or small. Then the effort of learning is valued as much as the outcome in school. Help your child learn to set attainable learning goals, such as studying a math concept from a variety of angles until he understands it. This might mean that you must be content with something like a C grade in Math but an A+ in Effort. It will be important to communicate regularly with your childs teacher so all of you (parents, teacher, and child) can work as a united team. With the teachers help and ideas, your childs learning goals will be supported both at school and at home. You also want your child to learn that making mistakes is a natural pa rt of the process of learning. Thomas Edison, said to have tried 10,000 times to perfect the light bulb, said, I didnt fail. I just discovered another way not to invent the electric light bulb. Foster Long-term Motivation Research tells us that parents who encourage a childs self-sufficiency often have children who are motivated from the inside, out. This means holding back a little before you jump in to help your struggling child. Children with learning disabilities are especially vulnerable to developing perceptions of themselves as academically incompetent and to develop low expectations for success, Dr. Stipek says In an effort to ensure success we sometimes provide more help than children with learning problems or AD/HD actually need. This takes away from their own pride in accomplishment and  the enthusiasm that a sense of achievement and competence can produce. Children with learning difficulties often have a marvelous ability to see the world in new ways. When you guide your child to pursue his interests, operate from his strengths, and not shy away from challenges, you help him build a positive cycle of accomplishment and self-motivation. Celebrate each hard-won stumbling step your child ta kes on the way to learning and developing strengths, so that in the long run, he can sustain his motivation and passion for learning.

Constructivism :: Learning Education Learn Essays

Constructivism Missing works cited Definitions and Comparisons of Constructivism Constructivism is a defined, when referring to the learner, as a "receptive act that involves construction of new meaning by learners within the context of their current knowledge, previous experience, and social environment" (Bloom; Perlmutter & Burrell, 1999). Also, real life experiences and previous knowledge are the stepping stones to a constructivism, learning atmosphere. (Spigner-Littles & Anderson, 1999). Constructivism involves the learner being responsible for learning the material and, not necessarily, the teacher (Ely; Foley; Freeman & Scheel, 1995). When learning occurs, the goals, values, and beliefs of the individuals need to be linked to the new data. Also, in constructivism, the person, who is taking in the knowledge, can somehow filter, amend, and reformat the information that he or she feels is important to the schema (Spigner-Littles & Anderson, 1999). A constructivist learner uses the creative approach to apply their own meaning to a topic using the social and cognitive circumstances around themselves (Bloom; Perlmutter & Burrell, 1999). A short and sweet summary of constructivism is "how one attains, develops, and uses cognitive processes" (Airasian & Walsh, 1997). Constructivism versus Traditionalism There are methods that are considered very different than constructivism that are used in the classroom. One of the approaches is the traditional approach where the teacher teaches the information to the student, and the student does not contribute as much or convey the prior knowledge of the material during instruction (Airasian & Walsh, 1997). It has been said that traditional teaching can segregate students, especially ones with special needs, in the classroom (Bloom; Perlmutter& Burrell, 1999). In other words, traditional instruction is a more teacher-centered approach that uses rote, fact based learning. The teachers create the values, behaviors, and beliefs for the students. The teacher is in charge of the classroom, where they have rewards and consequences, and the students work mostly by themselves (this is very different that the constructivist classroom, which will be explained) (Windschitl, 1999). Characteristics and Roles in a Constructivist Classroom There are many specific aspects of constructivism when relating it to the classroom and the learner, at whatever age. As mentioned before, the social aspect of constructivism is important in the classroom. The socialization and interaction are an essential part of the classroom. It is in a constructivism classroom where a child can use his or her social activity to be influenced or influence other students’ beliefs and values.

Spirit Bound Chapter Fifteen

IN MY PANICKED MIND RIGHT then, getting up and running on foot to Lehigh–despite it being miles and miles away–seemed like a totally solid plan. A heartbeat later, I knew this was out of my league. Way, way out of my league. As I shot up from my table and tore out of the room, I felt a sudden longing for Alberta. I'd seen her jump into action at St. Vladimir's and knew she could take charge of any situation. At this point in our relationship, she would respond to any threat I brought to her. The guardians at Court were still strangers to me. Who could I go to? Hans? The guy who hated me? He wouldn't believe me, not like Alberta or my mother would. Running down the quiet hallways, I dismissed all such worries. It didn't matter. I would make him believe. I would find anyone I could. Anyone who could get Lissa and Christian out of this. Only you can, a voice hissed in my head. You're the one Dimitri wants. I ignored that thought too, largely because in my distraction, I collided into someone rounding a corner. I gave a muffled cry that sounded like â€Å"Oomph† as my face slammed into someone's chest. I looked up. Mikhail. I would have been relieved, except I was too pumped full of adrenaline and worry. I grabbed his sleeve and began tugging him toward the stairs. â€Å"Come on! We have to get help!† Mikhail remained were he was, not budging against my pull. He frowned, face calm. â€Å"What are you talking about?† â€Å"Lissa! Lissa and Christian. They've been taken by Strigoi–by Dimitri. We can find them. I can find them. But we have to hurry.† Mikhail's confusion grew. â€Å"Rose†¦ how long have you been down here?† I didn't have time for this. Leaving him, I fled up the stairs to the main levels of the complex. A moment later I heard his footsteps behind me. When I reached the main office, I expected someone to chastise me for leaving my punishment, except†¦ no one seemed to even notice me. The office was in chaos. Guardians were running around, calls were being made, and voices rose to frantic levels. They knew, I realized. They already knew. â€Å"Hans!† I called, pushing my way through the crowd. He was on the other side of the room and had just hung up on a cell call. â€Å"Hans, I know where they are. Where the Strigoi took Lissa and Christian.† â€Å"Hathaway, I don't have time for your–† His scowl faltered. â€Å"You have that bond.† I stared in astonishment. I'd been ready for him to dismiss me as a nuisance. I'd been ready for a long fight to convince him. I gave him a hasty nod. â€Å"I saw it. I saw everything that happened.† Now I frowned. â€Å"How do you know already?† â€Å"Serena,† he said grimly. â€Å"Serena's dead†¦Ã¢â‚¬  He shook his head. â€Å"No, not yet. Though she certainly sounded like it on the phone. Whatever happened, it took everything she had to make that call. We have Alchemists coming to get her, and†¦ clean up.† I replayed the events, remembering how Serena had been slammed against the asphalt. It had been a hard blow, and when she didn't move, I'd assumed the worst. Yet if she'd survived–and apparently she must have–I could just barely form a mental image of her dragging her cell phone out of her pocket with bloody hands†¦. Please, please let her be alive, I thought, not sure who I was praying to. â€Å"Come on,† said Hans. â€Å"We need you. There are teams already forming.† There was another surprise. I hadn't expected him to bring me on so quickly. A new respect for Hans settled over me. He might act like an asshole, but he was a leader. When he saw an asset, he used it. In one swift motion, he was hurrying out the door, several guardians following him. I struggled to keep up with their longer strides and saw Mikhail coming as well. â€Å"You're doing a rescue,† I told Hans. â€Å"That's†¦ rare.† I hesitated to even speak the words. I certainly didn't want to discourage this. But Moroi rescues weren't normal. When Strigoi took them, they were often regarded as dead. The rescue we'd done after the Academy attack had been an oddity, one that had taken a lot of persuasion. Hans gave me a wry look. â€Å"So is the Dragomir princess.† Lissa was precious to me, worth more than anything else in the world. And for the Moroi, I realized, she was precious too. Most Moroi captured by Strigoi might be regarded as dead, but she wasn't most Moroi. She was the last in her line, the last of one of twelve ancient families. Losing her wouldn't just be a hit to Moroi culture. It would be a sign, an omen that the Strigoi were truly defeating us. For her, the guardians would risk a rescue mission. In fact, it appeared they would risk a lot of things. As we arrived at the garages where the Court's vehicles were stored, I saw masses of other guardians arriving–along with Moroi. I recognized a few. Tasha Ozera was among them, and like her, the others were fire users. If we'd learned anything, it was how valuable they were in a fight. It appeared the controversy of Moroi going to battle was being ignored right now, and I was amazed at how quickly this group had been summoned. Tasha's eyes met mine, her face grave and drawn. She said nothing to me. She didn't need to. Hans was barking orders, splitting people into groups and vehicles. With every bit of self-control I could muster, I waited patiently near him. My restless nature made me want to jump in and start demanding to know what I could do. He would get to me, I assured myself. He had a role for me; I just had to wait. My self-control was also being tested with Lissa. After Dimitri had taken her and Christian away, I'd left her mind. I couldn't go back, not yet. I couldn't stand to see them–to see Dimitri. I knew I'd have to once I began directing the guardians, but for now, I held off. I knew Lissa was alive. That was all that mattered for the time being. Still, I was so wound up and filled with tension that when someone touched my arm, I nearly turned on them with my stake. â€Å"Adrian†¦Ã¢â‚¬  I breathed. â€Å"What are you doing here?† He stood there looking down at me, and his hand gently brushed my cheek. I had only ever seen such a serious, grim look on his face a couple of times. As usual, I didn't like it. Adrian was one of those people who should always be smiling. â€Å"As soon as I heard the news, I knew where you'd be.† I shook my head. â€Å"It happened like†¦ I don't know, ten minutes ago?† Time had blurred for me. â€Å"How could everyone know so soon?† â€Å"It was radioed across the Court as soon as they found out. They've got an instant alert system. In fact, the queen's kind of in lockdown.† â€Å"What? Why?† Somehow that annoyed me. Tatiana wasn't the one in danger. â€Å"Why waste resources on her?† A nearby guardian gave me a critical look over that. Adrian shrugged. â€Å"Strigoi attack relatively close by? They take it as a pretty serious security threat for us.† Relatively was the key word. Lehigh was about an hour and a half from Court. Guardians were always on alert, though with each passing second, I wished they'd move faster and be on alert. If Adrian hadn't shown up, I was pretty sure I would have lost my patience and told Hans to hurry. â€Å"It's Dimitri,† I said in a low voice. I hadn't been sure if I should tell anyone else that. â€Å"He's the one who took them. He's using them to lure me there.† Adrian's face grew darker. â€Å"Rose, you can't†¦Ã¢â‚¬  He trailed off, but I knew his meaning. â€Å"What choice do I have?† I exclaimed. â€Å"I have to go. She's my best friend, and I'm the only one who can lead them to her.† â€Å"It's a trap.† â€Å"I know. And he knows I know.† â€Å"What will you do?† Again, I knew exactly what Adrian meant. I glanced down at the stake I'd unconsciously pulled out earlier. â€Å"What I have to. I have to†¦ I have to kill him.† â€Å"Good,† said Adrian, relief flooding his features. â€Å"I'm glad.† For some reason, that irritated me. â€Å"God,† I snapped. â€Å"Are you that eager to get rid of any competition?† Adrian's face stayed serious. â€Å"No. I just know that as long as he's still alive–or, well, kind of alive–then you're in danger. And I can't stand that. I can't stand knowing that your life is in the balance. And it is, Rose. You'll never be safe until he's gone. I want you safe. I need you to be safe. I can't†¦ I can't have anything happen to you.† My flare of anger vanished as quickly as it had come. â€Å"Oh, Adrian, I'm sorry†¦.† I let him draw me into his arms. Resting my head against his chest, I felt his heartbeat and the softness of his shirt, I allowed myself a brief and fleeting moment of comfort. I just wanted to sink into him then and there. I didn't want to be consumed by these feelings of fear: fear for Lissa and fear of Dimitri. I went cold all over as a sudden realization slipped over me. No matter what happened, I would lose one of them tonight. If we rescued Lissa, Dimitri would die. If he survived, she would die. There was no happy ending for this story, nothing that could save my heart from being crushed into pieces. Adrian brushed my forehead with his lips and then leaned down toward my mouth. â€Å"Be careful, Rose. No matter what happens, please, please be careful. I can't lose you.† I didn't know what to say to that, how to respond to all that emotion pouring from him. My own mind and heart were flooded with so many mixed feelings that I could barely form a coherent thought. Instead, I drew my lips to his and kissed him. In the midst of all the death tonight–the death that already had happened and that which was still to come–that kiss seemed more powerful than any he and I had ever shared. It was alive. I was alive, and I wanted to stay that way. I wanted to bring Lissa back, and I wanted to return to Adrian's arms again, return to his lips and all this life†¦. â€Å"Hathaway! Good God, do I need to hose you down?† I broke abruptly from Adrian and saw Hans glaring at me. Most of the SUVs were loaded up. Now it was my turn to act. I gave Adrian a look of farewell, and he forced a small smile that I think was supposed to be brave. â€Å"Be careful,† he repeated. â€Å"Bring them back–and bring yourself back too.† I gave him a quick nod and then followed an impatient Hans into one of the SUVs. The most bizarre sense of deja vu settled over me as I slid into the backseat. This was so like the time Victor had kidnapped Lissa that I nearly froze up. Then, too, I had ridden in a similar black SUV, directing guardians toward Lissa's location. Only it had been Dimitri sitting beside me–the wonderful, brave Dimitri I'd known so long ago. Yet those memories were so etched into my mind and heart that I could picture every detail: the way he'd tucked his hair behind his ears, the fierce look in his brown eyes as he'd stepped on the gas to get us to Lissa faster. He'd been so determined, so ready to do what was right. This Dimitri–Dimitri the Strigoi–was also determined. But in a very different way. â€Å"You gonna be able to do this?† asked Hans from the front seat. A hand gently squeezed my arm, and I was startled to see Tasha beside me. I hadn't even noticed she was riding with us. â€Å"We're counting on you.† I nodded, wanting to be worthy of his respect. In best guardian fashion, I kept my emotions off my face, trying not to feel that conflict between the two Dimitris. Trying not to remember that the night we'd gone after Lissa and Victor had been the same night Dimitri and I had fallen prey to the lust charm†¦. â€Å"Head toward Lehigh,† I said in a cool voice. I was a guardian now. â€Å"I'll direct you when we get closer.† We'd only been on the road for about twenty minutes when I sensed Lissa's group coming to a halt. Dimitri had apparently chosen a hideout not too far from the university, which would make it easier for us to find than if they'd kept moving. Of course, I had to remind myself that Dimitri wanted to be found. Knowing that the guardians with me wouldn't need my directions until we were closer to Lehigh, I steeled myself and jumped into Lissa's head to see what was going on. Lissa and Christian hadn't been harmed or attacked, aside from being pushed and dragged around. They sat in what looked like a storage room–a storage room that hadn't been used in a very long time. Dust coated everything in a heavy layer, so much that it was hard to make out some of the objects piled on the rickety shelves. Some tools, maybe. Paper here and there, as well as the occasional box. A bare lightbulb was the only light in the room, giving everything a harsh and dingy feel. Lissa and Christian sat in straight-backed wooden chairs, their hands bound behind their backs with rope. For a moment, deja vu hit again. I remembered last winter when I too, along with my friends, had been bound to chairs and held captive by Strigoi. They'd drunk from Eddie, and Mason had died†¦. No. Don't think like that, Rose. Lissa and Christian are alive. Nothing's happened to them yet. Nothing will happen to them. Lissa's mind was on the here and now, but a little probing let me see what the overall building had looked like when she'd been brought in. It had seemed to be a warehouse–an old, abandoned one–which made it a nice place for the Strigoi to hole up with their prisoners. There were four Strigoi in the room, but as far as Lissa was concerned, only one really mattered. Dimitri. I understood her reaction. Seeing him as a Strigoi had been hard for me. Surreal, even. I'd adapted somewhat, simply because of all the time I'd spent with him. Still, even I was caught by surprise sometimes at seeing him like that. Lissa hadn't been prepared at all and was in total shock. Dimitri's dark brown hair was worn loose around his chin today, a look I'd always loved on him, and he was pacing rapidly, causing his duster to swirl around him. A lot of the time, his back was to Lissa and Christian, which made it that much more troubling for her. Without seeing his face, she could almost believe it was the Dimitri she'd always known. He was arguing with the other three as he walked back and forth across the small space, agitation radiating off him in an almost palpable wave. â€Å"If the guardians really are coming,† snarled one Strigoi, â€Å"then we should be posted outside.† She was a tall, gangly redhead who appeared to have been Moroi when turned. Her tone implied that she did not think guardians were actually coming, though. â€Å"They're coming,† said Dimitri in a low voice, that lovely accent making my heart ache. â€Å"I know they are.† â€Å"Then let me get out there and be useful!† she snapped. â€Å"You don't need us to babysit these two.† Her tone was dismissive. Scornful, even. It was understandable. Everyone in the vampire world knew Moroi didn't fight back, and Lissa and Christian were firmly bound. â€Å"You don't know them,† said Dimitri. â€Å"They're dangerous. I'm not even sure this is enough protection.† â€Å"That's ridiculous!† In one smooth motion, Dimitri turned and backhanded her. The hit knocked her back a few feet, her eyes widening in fury and shock. He resumed his pacing as though nothing had happened. â€Å"You will stay here, and you will guard them as long as I tell you to, do you understand?† She glared back and gingerly touched her face but said nothing. Dimitri glanced at the others. â€Å"And you'll stay too. If the guardians actually make it this far inside, you'll be needed for more than just guard duty.† â€Å"How do you know?† demanded another Strigoi, a black-haired one who might have been human once. A rarity among Strigoi. â€Å"How do you know they'll come?† Strigoi had amazing hearing, but with their bickering, Lissa had a brief opportunity to speak undetected to Christian. â€Å"Can you burn my ropes?† she murmured in a nearly inaudible voice. â€Å"Like with Rose?† Christian frowned. When he and I had been captured, it was what he'd done to free me. It had hurt like hell and left blisters on my hands and wrists. â€Å"They'll notice,† he breathed back. The conversation went no further because Dimitri came to an abrupt halt and turned toward Lissa. She gasped at the sudden and unexpected movement. Swiftly approaching her, he knelt down before her and peered into her eyes. She trembled in spite of her best efforts. She had never been this close to a Strigoi, and the fact that it was Dimitri was that much worse. The red rings around his pupils seemed to burn into her. His fangs looked poised to attack. His hand snaked out and gripped her neck, tilting her face up so he could get an even better look into her eyes. His fingers dug into her skin, not enough to cut off her air but enough that she would have bruises later. If there was a later. â€Å"I know the guardians will come because Rose is watching,† said Dimitri. â€Å"Aren't you, Rose?† Loosening his hold a little, he ran his fingertips over the skin of Lissa's throat, so gently†¦ yet there was no question he had the power to snap her neck. It was like he was looking into my eyes at the moment. My soul. I even felt like he was stroking my neck. I knew it was impossible. The bond existed between Lissa and me. No one else could see it. Yet, just then, it was like no one else existed but him and me. It was like there was no Lissa between us. â€Å"You're in there, Rose.† A pitiless half smile played over his mouth. â€Å"And you won't abandon either of them. You also aren't foolish enough to come alone, are you? Maybe once you would have–but not anymore.† I jerked out of her head, unable to stare into those eyes–and see them staring back at me. Whether it was my own fear or a mirroring of Lissa's, I discovered my body was also trembling. I forced it to stop and tried to slow my racing heart. Swallowing, I glanced around to see if anyone had noticed, but they were all preoccupied with discussing strategy–except for Tasha. Her cool blue gaze studied me, her face drawn with concern. â€Å"What did you see?† I shook my head, unable to look at her either. â€Å"A nightmare,† I murmured. â€Å"My worst nightmare coming true.†