Consider Two Theories Of Child Development Psychology Essay

Consider Two Theories Of Child Development Psychology Essay There are many theories taken from the disciplines of sociology, biology and psychology that explain human development from the each disciplines perspective. Baltes (1987) cited in Crawford and Walker (2010), states that human development is multidimensional. Human development is approached from several theoretical perspectives which may be classified as psychoanalytic, learning, cognitive, sociological, biological or ecological theories. Broadly, theories of human life course development can be categorised into three disciplines namely; sociological, biological and psychological. Sociological theories emphasise social and environmental factors as having an impact or influence in human development. Biological theories focus on the physical development, genetic influence, human growth stages and instinct. Biological theorists would argue that human behaviour for example, is genetically determined. On the other hand psychological theories focuses on what goes on in the mind, emotional development, personality development and related behaviours. This school of thought describe human development as stages or phases that individuals go through. According to Crawford and Walker (2010), human development theories can contribute our understanding of people and their situations. Different theoretical approaches lead to different approaches to social work practices. It is important that social workers access apply and critically evaluate these theories when working with children and their families. As a social worker, one should understand the origins, underlying assumptions, strengths and limitations of these theories in practice. The following is a discussion of two theories of child development and their usefulness in safeguarding the welfare of children. Bronfenbrenners theory of bioecological development This is a bioecological theory as defined by Boyd and Bee (2009). It explains human development in terms of relationship between people and their environments as illustrated in the diagram below. ` Adapted from http://edwinchartfellow.wordpress.com/research-project-2/ Case Study: John is 14 years of age and lives is a large deprived housing estate with a reputation for anti-social behavior. He does not attend school and spend most of his time with a gang of older teenagers. He has a history of theft and he misuse substances. He has lived most of his life in the care of relatives. His father Paul and grandfather have criminal records. His father is currently in prison. His mother Eve gave birth to John when she was 16 years and she uses drugs and alcohol. Johns aunt and her husband lives a few miles away and have offered to look after John. They are committed Christians and wish to support John and would like to support him to change his behaviour. According to Bronfenbrenner, human development is influenced by biological, socio-economic-political and cultural environment one grows in. Bronfenbrenner. (1979) bioecological theory states that there are four domains that influence child development and these are biological factors within the child, the family, the immediate surrounding such as school and the community, and the socio-economic environment in the wider world. The contexts of development are like circles within circles. It is therefore imperative that social workers understand the environment that the child grows in to be able to safeguard the welfare of children. The inner circle is the biological context which caters for the childs genetic makeup and development. Such factors may include genetic inheritance, sex/gender and healthy all contributing to an extent in the childs development. The next levels encompass the role of nurture. This viewpoint argues the environment, experiences and the way a child is brought up influences the childs development. Social workers have to take this into account in safeguarding the welfare of children. According to Boyd and Bee (2009), the microsystem relates to variables which children are exposed directly, such as their families, schools, churches, and neighbourhoods. The culture in which the child in born and grows is influenced by the immediate environment. The family values which may include religious upbringing and influences, classroom peers, and neighbourhood has a strong impact on the character and values of an individual. In Johns microsystem, we need to consider the influences of his parents and immediate family members. Parents involvement with the school and the response of the school to their involvement are part of the mesosystem. Shaffer and Kipp (2010), refers to mesostystem as the connections and interrelationships among microsystems such as home, school and peer groups. The childs development is likely to be optimized by strong supportive links between microsystems. For example, the childs ability to learn at school depends on the quality of instructions that his teachers provide and also on the extent in which the parents value, support and co-operate with teachers. On the other hand none supportive links between microsystems can spell disaster (Steinberg, Dornbusch and Brown, 1992 cited by Shaffer and Kipp (2010)). The next level is the exosystem (the socioeconomic). This consists of institutions of culture that indirectly affect the development of children. These include the community, school, parents work place, extended family, neighbourhood, and mass media. The exploration of Johns exosystem leads us to look at the local deprived community associated with anti-social behaviours in which John lives. The macrosystem represents the wider cultural context within which all the other systems are located. This includes the economic, social, cultural, history and laws in which a child grows. This wider context may refer to a country or state a child is brought up. For example, education funding exists in the socioeconomic context. A specific country may strongly believe that children should be educated (cultural context), but the ability to provide universal education can be limited by the countrys wealth (socioeconomic context). The macrosystem in which John lives, include social factors such as the economic and political factors in the country that may impact upon John and his family. Social workers must understand and appreciate that the development of the child encompasses biological, the role of the immediate environment like, parents, siblings, classroom peers and in the wider context involves the extended family, neighbours, and also the socio-economic condition in which the child lives. For example, the development of the unborn child may be affected by the impact of drug use of the mother. Crawford and Walker (2010), states that the Bronfenbrenner approach is based on the principle that the development and behaviours of individuals can be fully understood in the context of the environment in which they live. Attachment theory: Bowlby (1969) defines attachment as; A deep and enduring emotional bond that connects one person to another across time and space It does not have to be reciprocal. Furthermore, Bowlby (1969), states that attachment in children is characterised by specific behaviours like seeking to be in touch or proximity with the attachment figure whenever one is threatened or upset. Attachment behaviour in adults is displayed with how they respond to the childs needs. Attachment theory provides understanding to how parent-child relationship emerges and has a bearing in subsequent years. Children need to feel secure in their relationship with adults or care giver. Early relationships are important as they are viewed as having critical role in the childs emotional well-being throughout their life development. Regarding this later life, Payne, 2005 p81 cited by Crawford and Walker (2010), p43 states that; How we are depends on how we experience early relationships. Warmth, mutuality, support, and security are qualities of relationships that tend to produce coherent and well organized later selves. Bowlby believes that child development personality lay in the early years of childhood and that any failure in the early relationships would permanently influence the development of the childs personality. Bowlby (1969) believes that attachment develops through four attachment phases as briefly described below. Pre-attachment phase (birth to 3 months): This is often referred to as indiscriminate attachment phase. A baby can be attached to any care giver. An infant forms attachment to whoever feeds it. Focus on one or more figures (3 to 6 months): Infants learn to distinguish between primary and secondary care givers and would accept care from anyone. Secure based attachment phase (6 to 24 months): True attachment develops in this phase. Infants look to certain care givers for security, protection and comfort. Fears of strangers and unhappiness when separated from attached care giver known as separation anxiety, is a characteristic of this phase. The reciprocal relationship phase (24 months and beyond): In this phase a child becomes increasingly more independent and forms several attachments. These several attachments can include attachments to siblings, grandparents, neighbours and friends. The attachment phases leads to the following types of attachments and social workers need to understand these if they are to effectively work with children and families. Attachment can be described as secure. As long as the care giver is present a securely attached child will play comfortably and react positively to strangers and will become visibly upset when their mothers leave. Attachment can also be described as avoidant. This is for example; a child avoids contact with the mother at reunion after an absence. The child does not show any preference to mother over a stranger. The insecure/ambivalent attachment type is where the child shows little exploration and is wary of strangers. The child gets very upset when separated from the mother. The child may show anger at reunion and resist comfort from the mother and stranger. The last type is the insecure/disorganised attachment which is characterised by confusion, disoriented behaviour. Boyd and Bee (2009), states that social workers should understand that early emotional relationships shape late ones in life. Securely attached children in infancy are later more sociable, positive in their behaviour towards friends and siblings, less dependent on teachers, less aggressive and disruptive, more empathetic and emotionally mature in their interactions in school and outside the home. If attachment is not made between 0-3 years from birth, the child may never form an attachment with anyone. A securely attached child is able to develop resilience, independence, compliance, empathy, control over their feelings, and health self-esteem. Taylor, (2010) argues that for healthy and secure attachment to develop, a child needs to experience both proximity and separation. On the other hand, insecurely attached children tend to have difficulties in establishing relationships, appear indiscriminately friendly to whoever is around, extremely withdrawn and little or no interest in othe r people. Social workers can use attachment theory in assessment of children and families. For example, the social worker can use attachment theory to understand how past experiences relate to present difficulties. Gambie et al (1992) cited by Daniel et al (2010) assumes that a traditional nuclear family provides a superior child rearing environment. The majority emphasis is on a western model of the nuclear family which may not be experienced by children who may be cared for by extended family members who are part of their attachment network. Social workers need to be respectful and sensitive towards varied patterns of care giving and attachments within different communities. The key consideration should be the assessment of whether or not basic needs are being met. The majority of children encountered by social workers working with child safeguarding have difficulties which can be attributed to attachment issues. Attachment theory can therefore offer insight to guide intervention. For childr en in care, attachment theory can help to understand both the impact of separation from important people and the process involved in making new attachments. Conclusion: Dworetzky et al (1989), states that our understanding and knowledge of human development are limited by the fact that no two human beings are ever exactly the same. Because of this, theories of human development will never be 100 per cent or even close to it. Furthermore, Lightfoot et al (2009) states that there is no single theory that can fully explain human development. Social workers work with vulnerable people. Of the two theories described above, each has its own strengths, weaknesses and context in which it is useful. According to Shaffer and Kipp (2010), families are complex social systems that are dynamic. Every family member is constantly developing and their relationships change with time. The complexity nature of family life and its influence on human development can best be described by Bronfenbrenners bioecological theory. Boushel 1994, p.179 cited by Daniel et al (2010) states the following regarding Bronfenbrenners bioecological theory and what social workers need to take into account when safeguarding the welfare of children and families; The framework for assessment of a childs protective environment will need to acknowledge the part played by the state and society in general, the part played by the community within which the child live and the part played by the individual family. The African proverb it takes the whole village to raise a child is true for this theory. This approach recognises that children do not grow up in a vacuum. In the case study above, Johns behaviour has been influenced by the microsystem (family) and also the exosystem (neighbourhood). In assessing Johns needs, the social worker will need to use these aspects of Bronfenbrenners bioecological theory. This approach requires that the child never be assessed in isolation. Daniel et al (2010) argues that the bioecological approach to child development suggests that detailed assessment of all aspects of the childs situation include considerations of all levels that are immediate and of wider impact and is essential to the planning of intervention with children and families by social workers. This theory provides understanding that each lifespan is unique as each individual in influenced by their unique environments. This theory helps in influencing government policies and programs that can b enefit a given community. In the case of Johns environment, resources can be channelled in developing the estate and proving facilities for young people to get busy and occupied. On the other hand, Shaffer and Kipp (2010), argues that bioecological theories are inadequate in giving account of human development. The inner individual level encompasses the role of nature in child development. This viewpoint argues that our genes predetermine who we are and our characteristics are inherited. We have in born biological characteristics that are hereditary from our birth parents at a point of conception. This position suggests that change is not possible and we are what we are and we cannot do anything about it. This argument has the potential to stereotype people which leads to support prejudice and oppressive behaviour and social workers should be aware of this in safeguarding the welfare of children. Despite it being a bioecological theory, it has little to say about specific biological contributions to human development. The emphasis is on the developing person and the constant changing environment. Attachment theory may be important for work with children but its application to adults is less evidenced. Konstantinos and Georgios (2006)s research supports Bowlbys conclusion that cross culturally; attachment has an influence on ones socio-emotional development as well as emotional well-being through life course. There are many limitations that have been cited on attachment theory. Attachment theory does not account for some people who had insecure attachment relationships with their mother but however went on to form secure romantic relationships with their partners in adulthood. Attachment can still occur in adulthood. The attachment approach ignores the temperaments and personalities of individuals. Harris (1998), argues that parents do not shape the personalities and characters of their children. He believes that their peers have more influence in personality and character building than the parents. Take for example, a child whose parents are immigrants. The child can continue to speak the parents native language at home, but at the same time learn new language and speak it without a foreign accent. Harris (1998) argues that children learn these from their peers so as to fit in. Following from above, social workers should understand that parents are not totally responsible for the way the children develop. They can be held responsible to a certain degree, because after all they did give them their genes and therefore do have some influence. However, children rely more on their parents. Another limitation of attachment theory stated by Field (1996) is that the mother is viewed as the primary attachment figure and fails to include the father and siblings who can also be attached to the child at the same time. Another limitation is that attachment is confined to infancy and early childhood as defined by Bowlby. This does not account for attachment that occur in adolescence (first love), adulthood (spouse) and later life. In conclusion, there is no single theory that can fully explain human development. Attachment theory is more suitable for explaining infancy development despite its limitations. On the other hand, Bronfenbrenners bioecological theory is more suitable for explaining child development in their adolescence for they do interact more with the microsystem, exosystem and macrosystem than the infancy do.

Bechtel and GE

DPC was a Joint venture with General Electric and Enron in India. 2nd slide Bechtel has strong corporate culture, values and ethics and it shows a great discipline in project management. It has a performance-based leadership and its latest performance-based leadership program is called ‘Employee Engagement,' which says that if you engage employees effectively in a good relationship with a supervisor, you will create a highly satisfying environment. Employees who are happy and believe they are treated well by the leaders, they perform well too.One of the ain organizational goals is the motivation and satisfaction of the employees and as Riley Bechtel has claimed â€Å"Give Bechtel's people a challenge and they'll make history'. Finally, Bechtel provides equal opportunities for everyone. However, employees usually complain about the fact that the majority of Jobs are in Asia and Middle East, which makes them relocate every so often. 3rd slide Bechtel's Corporation core goal is t o strengthen local economies, helping its customers, wherever their facilities are found, to achieve their objectives.It creates usiness-building opportunities for local firms, employing area workers and professionals, and advancing its customer's vision. Also, the company supports local growth, skills training, and supply chain development; The Company supports the protection of the environment and that's why it minimizes its construction footprint; lastly, it operates to maximize resource efficiency. 4th slide Let's talk about the Similarities and differences between Bechtel and GE. First, we will discuss the similarities.Both Bechtel and GE are decentralized companies, which ean that the power and the authority to make decisons delegate from head office to lower and local levels [Less uniformity, Decisions made in relation to local circumstances]. [Centralised: 1) Keep decision making power at the top of the hierarchy, 2) Don't delegate to local or lower levels]. Also, Bechtel ad opts the Six Sigma approach; indeed, it was the first EPC (engineering, procurement and construction) company to launch Six Sigma in 2000.Moreover, both companies want to foster and reinforce the performance of its employees as well as the working nvironment and so, they create projects teams. Another similarity is that the give emphasis on the cultural exchange, thus they work with local firms trying to provide them with the required knowledge on construction and engineering. Finally, both companies promote diversity. the employment of more than 350,000 people in both companies prove that they try to help and occupy local people, giving them the opportunity to produce, create and innovate; all these factors contribute to one of the Let's see the differences.Bechtel unlike GE alters its policies for local requirements, or example, through performance reviews as well as the employees have significantly influenced the cultural change. Another difference is the size of the company, sin ce GE is much bigger employing more than 305,000 people, while Bechtel has 53,000 employees. Finally, the last difference concerns the type of projects, since Bechtel adopts projects mainly to reinforce its employees, such as â€Å"Toward 2001†, while GE adopts different approaches to foster its working and corporate environment, such as Work-out and Six Sigma.

Is Being Gay A Choice Or Nah - 1264 Words

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Building Materials Concrete Building Material - 2065 Words

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Nietzsche s Philosophy And Thought - 901 Words

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Warm Bodies Chapter 2 Free Essays

After delivering our abundant harvest of leftover flesh to the non-hunters – the Boneys, the children, the stay-at-home moms – I take Julie to my house. My fellow Dead give me curious looks as I pass. Because it requires both volition and restraint, the act of intentionally converting the Living is almost never performed. We will write a custom essay sample on Warm Bodies Chapter 2 or any similar topic only for you Order Now Most conversions happen by accident: a feeding zombie is killed or otherwise distracted before finishing his business, voro interruptus. The rest of our converts arise from traditional deaths, private affairs of illness or mishap or classical Living-on-Living violence that take place outside our sphere of interest. So the fact that I have purposely brought this girl home unconsumed is a thing of mystery, a miracle on a par with giving birth. M and the others allow me plenty of room in the halls, regarding me with confusion and wonder. If they knew the full truth of what I’m doing, their reactions would be . . . less moderate. Gripping Julie’s hand, I hurry her away from their probing eyes. I lead her to Gate 12, down the boarding tunnel and into my home: a 747 commercial jet. It’s not very spacious, the floor plan is impractical, but it’s the most isolated place in the airport and I enjoy the privacy. Sometimes it even tickles my numb memory. Looking at my clothes, I seem like the kind of person who probably travelled a lot. Sometimes when I ‘sleep’ here, I feel the faint rising sensation of flight, the blasts of recycled air blowing in my face, the soggy nausea of packaged sandwiches. And then the fresh lemon zing of poisson in Paris. The burn of tajine in Morocco. Are these places all gone now? Silent streets, cafes full of dusty skeletons? Julie and I stand in the centre aisle, looking at each other. I point to a window seat and raise my eyebrows. Keeping her eyes solidly on me, she backs into the row and sits down. Her hands grip the armrests like the plane is in a flaming death dive. I sit in the aisle seat and release an involuntary wheeze, looking straight ahead at my stacks of memorabilia. Every time I go into the city, I bring back one thing that catches my eye. A puzzle. A shot glass. A Barbie. A dildo. Flowers. Magazines. Books. I bring them here to my home, strew them around the seats and aisles, and stare at them for hours. The piles reach to the ceiling now. M keeps asking me why I do this. I have no answer. ‘Not . . . eat,’ I groan at Julie, looking her in the eyes. ‘I . . . won’t eat.’ She stares at me. Her lips are tight and pale. I point at her. I open my mouth and point at my crooked, bloodstained teeth. I shake my head. She presses herself against the window. A terrified whimper rises in her throat. This is not working. ‘Safe,’ I tell her, letting out a sigh. ‘Keep . . . you safe.’ I stand up and go to my record player. I dig through my LP collection in the overhead compartments and pull out an album. I take the headphones back to my seat and place them on Julie’s ears. She is still frozen, wide-eyed. The record plays. It’s Frank Sinatra. I can hear it faintly through the phones, like a distant eulogy drifting on autumn air. Last night . . . when we were young . . . I close my eyes and hunch forward. My head sways vaguely in time with the music as verses float through the jet cabin, blending together in my ears. Life was so new . . . so real, so right . . . ‘Safe,’ I mumble. ‘Keep you . . . safe.’ . . . ages ago . . . last night . . . When my eyes finally open, Julie’s face has changed. The terror has faded, and she regards me with disbelief. ‘What are you?’ she whispers. I turn my face away. I stand and duck out of the plane. Her bewildered gaze follows me down the tunnel. In the airport parking garage, there is a classic Mercedes convertible that I’ve been playing with for several months. After weeks of staring at it, I figured out how to fill its tank from a barrel of stabilised gasoline I found in the service rooms. Then I remembered how to turn the key and start it, after pushing its owner’s dry corpse to the pavement. But I have no idea how to drive. The best I’ve been able to do is back out of the parking spot and ram into a nearby Hummer. Sometimes I just sit there with the engine purring, my hands resting limply on the wheel, willing a true memory to pop into my head. Not another hazy impression or vague awareness cribbed from the collective subconscious. Something specific, bright and vivid. Something unmistakably mine. I strain myself, trying to wrench it out of the blackness. I meet M later that evening at his home in the women’s bathroom. He is sitting in front of a TV plugged into a long extension cord, gaping at a late-night soft-core movie he found in some dead man’s luggage. I don’t know why he does this. Erotica is meaningless for us now. The blood doesn’t pump, the passion doesn’t surge. I’ve walked in on M with his ‘girlfriends’ before, and they’re just standing there naked, staring at each other, sometimes rubbing their bodies together but looking tired and lost. Maybe it’s a kind of death throe. A distant echo of that great motivator that once started wars and inspired symphonies, that drove human history out of the caves and into space. M may be holding on, but those days are over now. Sex, once a law as undisputed as gravity, has been disproved. The equation is erased, the blackboard broken. Sometimes it’s a relief. I remember the need, the insatiable hunger that ruled my life and the lives of everyone around me. Sometimes I’m glad to be free of it. There’s less trouble now. But our loss of this, the most basic of all human passions, might sum up our loss of everything else. It’s made things quieter. Simpler. And it’s one of the surest signs that we’re dead. I watch M from the doorway. He sits on the little metal folding chair with his hands between his knees like a schoolboy facing the principal. There are times when I can almost glimpse the person he once was under all that rotting flesh, and it prickles my heart. ‘Did . . . bring it?’ he asks, without looking away from the TV. I hold up what I’ve been carrying. A human brain, fresh from today’s hunting trip, no longer warm but still pink and buzzing with life. We sit against the tiles of the bathroom wall with our legs sprawled out in front of us, passing the brain back and forth, taking small, leisurely bites and enjoying brief flashes of human experience. ‘Good . . . shit,’ M wheezes. The brain contains the life of some young military grunt from the city. His existence isn’t particularly interesting to me, just endless repetitions of training, eating and mowing down zombies, but M seems to like it. His tastes are a little less demanding than mine. I watch his mouth form silent words. I watch his face shuffle through emotions. Anger, fear, joy, lust. It’s like watching a dreaming dog kick and whimper, but far more heartbreaking. When he wakes up, this will all disappear. He will be empty again. He will be dead. After an hour or two, we are down to one small gobbet of pink tissue. M pops it in his mouth and his pupils dilate as he has his visions. The brain is gone, but I’m not satisfied. I reach furtively into my pocket and pull out a fist-sized chunk that I’ve been saving. This one is different, though. This one is special. I tear off a bite, and chew. I am Perry Kelvin, a sixteen-year-old boy, watching my girlfriend write in her journal. The black leather cover is tattered and worn, the inside a maze of scribbles, drawings, little notes and quotes. I am sitting on the couch with a salvaged first edition of On the Road, longing to live in any era but this one, and she is curled in my lap, penning furiously. I poke my head over her shoulder, trying to get a glimpse. She pulls the journal away and gives me a coy smile. ‘No,’ she says, and returns her attention to her work. ‘What are you writing about?’ ‘Nooot tellinnng.’ ‘Journal or poetry?’ ‘Both, silly.’ ‘Am I in it?’ She chuckles. I lace my arms around her shoulders. She burrows into me a little deeper. I bury my face in her hair and kiss the back of her head. The spicy smell of her shampoo – M is looking at me. ‘You . . . have more?’ he grunts. He holds out his hand for me to pass it. But I don’t pass it. I take another bite and close my eyes. ‘Perry,’ Julie says. ‘Yeah.’ We are at our secret spot on the Stadium roof. We lie on our backs on a red blanket on the white steel panels, squinting up at the blinding blue sky. ‘I miss airplanes,’ she says. I nod. ‘Me too.’ ‘Not flying in them. I never got to do that anyway with Dad the way he is. I just miss airplanes. That muffled thunder in the distance, those white lines . . . the way they sliced across the sky and made designs in the blue? My mom used to say it looked like Etch A Sketch. It was so beautiful.’ I smile at the thought. She’s right. Airplanes were beautiful. So were fireworks. Flowers. Concerts. Kites. All the indulgences we can no longer afford. ‘I like how you remember things,’ I say. She looks at me. ‘Well, we have to. We have to remember everything. If we don’t, by the time we grow up it’ll be gone for ever.’ I close my eyes and let the scorching light blaze red through my lids. I let it saturate my brain. I turn my head and kiss Julie. We make love there on the blanket on the Stadium roof, four hundred feet above the ground. The sun stands guard over us like a kind-hearted chaperone, smiling silently. ‘Hey!’ My eyes snap open. M is glaring at me. He makes a grab for the piece of brain in my hand and I yank it away. ‘No,’ I growl. I suppose M is my friend, but I would rather kill him than let him taste this. The thought of his filthy fingers poking and fondling these memories makes me want to rip his chest open and squish his heart in my hands, stomp his brain till he stops existing. This is mine. M looks at me. He sees the warning flare in my eyes, hears the rising air-raid klaxon. He drops his hand away. He stares at me for a moment, annoyed and confused. ‘Bo . . . gart,’ he mutters, and locks himself in a toilet stall. I leave the bathroom with abnormally purposeful strides. I slip in through the door of the 747 and stand there in the faint oval of light. Julie is lying back in a reclined seat, snoring gently. I knock on the side of the fuselage and she bolts upright, instantly awake. She watches me warily as I approach her. My eyes are burning again. I grab her messenger bag off the floor and dig through it. I find her wallet, and then I find a photo. A portrait of a young man. I hold the photo up to her eyes. ‘I’m . . . sorry,’ I say hoarsely. She looks at me, stone-faced. I point at my mouth. I clutch my stomach. I point at her mouth. I touch her stomach. Then I point out the window, at the cloudless black sky of merciless stars. It’s the weakest defence for murder ever offered, but it’s all I have. I clench my jaw and squint my eyes, trying to ease their dry sting. Julie’s lower lip is tensed. Her eyes are red and wet. ‘Which one of you did it?’ she says in a voice on the verge of breaking. ‘Was it that big one? That fat fuck that almost got me?’ I stare at her for a moment, not grasping her questions. And then it hits me, and my eyes go wide. She doesn’t know it was me. The room was dark and I came from behind. She didn’t see it. She doesn’t know. Her penetrating eyes address me like a creature worthy of address, unaware that I recently killed her lover, ate his life and digested his soul, and am right now carrying a prime cut of his brain in the front pocket of my slacks. I can feel it burning there like a coal of guilt, and I reflexively back away from her, unable to comprehend this curdled mercy. ‘Why me?’ she demands, blinking an angry tear out of her eye. ‘Why did you save me?’ She twists her back to me and curls up on the chair, wrapping her arms around her shoulders. ‘Out of everyone . . .’ she mumbles into the cushion. ‘Why me.’ These are her first questions. Not the ones urgent for her own well-being, not the mystery of how I know her name or the terrifying prospect of what my plans for her might be; she doesn’t rush to satisfy those hungers. Her first questions are for others. For her friends, for her lover, wondering why she couldn’t take their place. I am the lowest thing. I am the bottom of the universe. I drop the photo onto the seat and look at the floor. ‘I’m . . . sorry,’ I say again, and leave the plane. When I emerge from the boarding tunnel, there are several Dead grouped near the doorway. They watch me without expressions. We stand there in silence, still as statues. Then I brush past them and wander off into the dark halls. How to cite Warm Bodies Chapter 2, Essay examples

Should we have used the atomic bomb Essay Example For Students

Should we have used the atomic bomb Essay Should we have Dropped the Atomic Bomb? The atomic bomb killed many innocent people, but it was necessary to end World War II. After World War II began in 1939, President Franklin Delano Roosevelt announced the neutrality of the United States. Many people in the United States thought that their country should stay out of the war. The people wanted the Allied Forces to have the victory. President Roosevelt also wanted an Allied victory because an Axis victory might endanger democracies everywhere. The United States equipped nations fighting the Axis with ships, tanks, aircraft, and other war materials. The Axis did not like this. Japan wanted to take over China, but China refused. China was led by Chiang Kai-Shek at the time. Japan wanted the United States to stop sending China supplies, but the United States refused. The United States opposed the expansion of Japan in Asia, so they cut off important exports to Japan. General Hideki Tojo was the Premiere of Japan. He and other Japanese leaders did not like the fact that Americans were sending war supplies to China and other countries in Asia. A surprise attack was ordered by Japan on December 7, 1941. The target was the U.S. naval base at Pearl Harbor, Hawaii. 360 planes bombed the naval base killing about 3,000 people and destroying many warships, aircraft carriers, and submarines. This was a catalyst that brought the United States into World War II. Albert Einstein predicted that mass could be converted into energy early in the century and was confirmed experimentally by John D. Cockcroft and Ernest Walton in 1932. In 1939, Otto Hahn and Fritz Strassmann discovered that neutrons striking the element uranium caused the atoms to split apart. Physicists found out that among the pieces of a split atom were newly produced neutrons. These might encounter other uranium nuclei, caused them to split, and start a chain reaction. If the chain reaction were limited to a moderate pace, a new source of energy could be the result. The chain reaction could release energy rapidly and with explosive force. Leo Szilard, Eugene Wigner, and Edward Teller, Hungarian-born physicists were frightened by the possibility that Germany might produce an atomic bomb. They insisted that Albert Einstein inform President Roosevelt about the possibility of the Germans making an atomic bomb. In late 1939 President Roosevelt ordered an American effort to make an atomic bomb before the Germans. This project to produce the atomic bomb was named the Manhattan Project. Industrial and research activities took place at such sites as Los Alamos, New Mexico; Oak Ridge, Tennessee; and Hanford, Washington. The Manhattan Project was led by J. Robert Oppenheimer. Oppenheimer directed the design and building of the bomb. He and other scientists worked on this project from 1943 to 1945. He was known as the father of the atomic bomb. The first atomic bomb was successfully exploded on July 16, 1945, near Alamogordo, New Mexico. President Franklin Delano Roosevelt died on April 12, 1945. Vice President Harry S. Truman became President of the United States because of the death of Roosevelt. On May 7, 1945 Germany surrendered. Truman proclaimed May 8 as V-E Day (Victory in Europe Day). In July, President Truman went to Potsdam, Germany, to discuss war issues with Prime Minister Churchill of Great Britain and Premier Stalin of the Soviet Union. During his time in Posdam, the President received secret word that the atomic bomb had been successfully tested. On his way back to the United States, President Truman ordered American fliers to drop an atomic bomb in Japan. On August 6, 1945, a B-29 Superfortress named Enola Gay left the Pacific island of Tinian to bomb the Japanese city of Hiroshima. The Enola Gay was named by the pilot, Colonel Paul Tibbets, after his mother. .u8f6bc47bd1627a05076d9e436c663f4f , .u8f6bc47bd1627a05076d9e436c663f4f .postImageUrl , .u8f6bc47bd1627a05076d9e436c663f4f .centered-text-area { min-height: 80px; position: relative; } .u8f6bc47bd1627a05076d9e436c663f4f , .u8f6bc47bd1627a05076d9e436c663f4f:hover , .u8f6bc47bd1627a05076d9e436c663f4f:visited , .u8f6bc47bd1627a05076d9e436c663f4f:active { border:0!important; } .u8f6bc47bd1627a05076d9e436c663f4f .clearfix:after { content: ""; display: table; clear: both; } .u8f6bc47bd1627a05076d9e436c663f4f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8f6bc47bd1627a05076d9e436c663f4f:active , .u8f6bc47bd1627a05076d9e436c663f4f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8f6bc47bd1627a05076d9e436c663f4f .centered-text-area { width: 100%; position: relative ; } .u8f6bc47bd1627a05076d9e436c663f4f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8f6bc47bd1627a05076d9e436c663f4f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8f6bc47bd1627a05076d9e436c663f4f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8f6bc47bd1627a05076d9e436c663f4f:hover .ctaButton { background-color: #34495E!important; } .u8f6bc47bd1627a05076d9e436c663f4f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8f6bc47bd1627a05076d9e436c663f4f .u8f6bc47bd1627a05076d9e436c663f4f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8f6bc47bd1627a05076d9e436c663f4f:after { content: ""; display: block; clear: both; } READ: Texas revolution Essay The crew of Enola Gay were told that no one could be sure what would happen when the atomic bomb was dropped over Hiroshima. The atomic bomb was named Little Boy. The Enola Gay carried the Little Boy and 7,600 gallons of fuel that made it very heavy. No one was sure if the Enola Gay could be able to lift of the .