The Odyssey As A Great Hero - 2558 Words

Throughout the Odyssey Odysseus’ plays the â€Å"godlike† hero which set the standards for values and traits of the Homeric Greek man. Using his cunning intellect and valiant heroism to finds his way home after many trials and tribulations. During his travel home Odysseus gains knowledge about other peoples culture and about different lands throughout Greece. He learns from his own suffering and the mistakes he had made. Odysseus started his journey as the King of Ithaca and the warrior of all warriors known by the gods as a great hero. Odysseus was the commander of the Greek army and a cunning leader with the plan to win the Trojan war, which he accomplished with the Trojan horse. Odysseus had a seriously downfall however, because of his godlike status and other physical characteristics he tended to be challenged by allurement of series of different women. This temptation was one of the major roles played by women in the Odyssey. Another very important role played by women in the Odyssey was the role of support for their husbands and sons during times of war. Despite the importance of women in the Odyssey women continued to be inferior to men, and the double standards are extreme. Along with the double standard is the significant roles women were required to in Homeric Greece. Even the goddess had certain roles required of them. The Odyssey gives us a piece of Greek Culture during this time period and shows us the role of women. A great example of one of the many rolesShow MoreRelatedExamples Of Archetypes In The Odyssey1291 Words   |  6 PagesArchetypes in The Odyssey All humans have ideals and patterns in common. Humans from a thousand years ago and humans in modern times have archetypes. Archetypes are characters, actions, or situations that are repeated in all human life. Archetypes are found in myths, legends, dreams, films, music, literature and several other forms of entertainment. In fact, The Odyssey, a prominent piece of writing, contains many archetypes. The Odyssey is a 3,000 year-old epic written by Homer in Ancient GreeceRead MoreExamples Of Archetypes In Homers Odyssey1292 Words   |  6 Pagesfact, The Odyssey, a prominent piece of writing, contains many archetypes. The Odyssey is a 3,000-year-old epic written by Homer in Ancient Greece. It describes the adventures of Odysseus. As well as being found in The Odyssey, archetypes are evident throughout Greek culture. These archetypes depict the ideals and beliefs of the Ancient Greeks. Through Homer’s use of archetypes in The Odyssey, the reader gains insights into Ancient Gre ek culture. Three major archetypes shown in The Odyssey includeRead MoreOdyssey Archetype Essay996 Words   |  4 Pages Odyssey Archetype Essay The Odyssey, a ten long epic journey consisting of love, war, and despair; the odyssey dives into human tragedy that no man would ever want to experience. This is a reason why the odyssey is so significant to today s literature. The Odyssey occurred ancient Greece times. The odysseys genre is an adventure but has aspects of all other genres. In this essay I will be explaining the archetypes in the odyssey that are most relevant in the Odyssey. I will be going into fullRead MoreThe Odyssey Archetype998 Words   |  4 PagesOdyssey Archetype Essay The Odyssey, a ten year long epic journey consisting of love, war, and despair; the odyssey dives into human tragedy that no man would ever want to experience. This is a reason why the odyssey is so significant in today s literature. The Odyssey occurred ancient Greece times. The odysseys genre is an adventure but has aspects of all other genres. This essay be explaining the archetypes in the odyssey that are most relevant in the Odyssey. This essay will be going intoRead More`` Fahrenheit 451 And The Sniper ``1643 Words   |  7 Pagespeople as ‘heroes’. However, the definition of a hero can be very elusive. Many kids believe that heroes have to be athletic and robust, but as they grow up, they realize a hero s actions and thoughts can be more influential than their physical abilities. It can be difficult to determine what elements make up a hero. However, by examining heroes in different stories, the elements of what makes a hero can become clearer. Classic heroes in The Odyssey can be examined, along with the heroes in FahrenheitRead MoreThe Role Of Changing Perception Of The Hero1137 Words   |  5 Pagesthe changing perception of the hero Who is a hero? How does the definition of a hero change over time? The Epic of Gilgamesh is perhaps the â€Å"longest and greatest literary composition written in cuneiform Akkadian† (Dalley 39) and told to an audience, while The Odyssey, and Oedipus the King came many centuries later. However, they all have a hero that represents the values of the society at the time. This paper is going to compare and contrast the ideal of the hero from ancient Mesopotamia in GilgameshRead MoreIn What Ways Is the Telemachy Important to the Odyssey as a Whole1553 Words   |  7 PagesIn what ways is the Telemachy important to the Odyssey as a whole? What would the poem lose if these first four books were removed? Homer’s the Odyssey is the epic tale of Odysseus’ return home from the battle of Troy, yet we do not truly get to the hero in action until after we are drawn through the story of his son life in the absence of his father in Ithaka. In the first four books, we see how Telemachos, Odysseus’ son, matures and through his eyes Homer shows us the unrest and troubles ofRead More The Odyssey Essay1550 Words   |  7 Pagesheroes, no other hero had a more complex journey than Odysseus. This journey is called The Odyssey, written by Homer. It is an epic poem or story told of a hero name Odysseus on a 20-year voyage trying to get back home from the Trojan War. The great epic poem known as The Odyssey and attributed to Homer was probably first written down around the eighth century BC, but the origins of the ancient story in myth, legend, and folklore and art appear to be much older. Greek Epic Hero When you think aboutRead More Comparing Two Heros - Beowulf and Odysseus Essays618 Words   |  3 PagesComparing Two Heros - Beowulf and Odysseus Reading through Beowulf I began to compare it to the last great epic I read, Homer’s Odyssey. While the Odyssey and Beowulf are each examples of both historic and modern ideas of heroism, the acts of Beowulf’s hero seem to fit better within its context. Beowulf exhibits many obvious heroic qualities, such as his strength and confidence in battle. These along with more subtle diplomatic actions serve to define him as both a great warrior and leaderRead MoreArchetypes In Ancient Greek Culture879 Words   |  4 Pagesconnections ,archetypes, can be found in the adventurous book The Odyssey. Ancient Greek culture is brought up by Homer through archetypes. These archetypes help connect one another over time. In the Odyssey, topics such as terrifying monsters , love tests, and an unstoppable hero are all related to ancient Greek culture. The Odyssey shows archetypes that also reveal this culture. Three archetypes found are monsters, loyalty, and a hero, which shows the ancient Greek culture for modern readers.

Parental Guidance in Relation to Teen Substance Use

Agreement between parent and adolescent substance use. A study conducted by Neil B. McGillicuddy, Robert B. Rychtank, Elizabeth T. Morsheimer and one other examined agreements between parent and teen accounts on the teens substance use in a group of parents with the concern and experience of problems as a result of their childs substance use. A group of seventy five parents including their teens (76% not in treatment and the other 24% in treatment) were interviewed separately on the subject of the teen’s recent use of alcohol, marijuana, cigarettes, and other illicit drugs. Regardless of the teens treatment status, fair-to-good similarities were found on the usage of cigarettes, alcohol frequency, marijuana and substance use frequency. In relation to the incidence of alcohol, other drugs and the quantity of alcohol consumed per drinking day, poor similarities were found. Multiple regression analysis revealed not that many similarities on substance use frequency that took place when the teen was younger, when the awareness of the parent was low and the psychological stress of the parent was high combined with the alcohol use of the parent. Conclusions indicated that a parent’s knowledge of their teens substance use varied with the substance used and the amount consumed. However, in the absence of a teens cooperation, parental accounts in the frequency of their childs substance use served in good stead as a fair-to-good replacement. (McGillicuddy, N., Rychtank, R.,Show MoreRelatedAdolescence : An Exciting Milestone For Any Individual1626 Words   |  7 Pagesimpact the rest of their lives. It is during this period of time that an individual’s guardian(s) must develop a strict monitoring regime due to the fact that some teens will begin engaging in risky behavior such as experimenting with substances. This can lead to habitual abusing and other serious problems. Thus, preventing early use of drugs or alcohol may go a long way in reducing these risks. In this instance, there is a need to identify specific factors within the home environment to mitigateRead MorePrescription Drug Use And Drug Abuse1691 Words   |  7 PagesPrescription drug abuse is an ongoing problem in rural teens. The National Survey on Drug Use and Health suggests that 13% of teens between the ages of 12-17 have experimented with nonmedical prescription drugs at some point in their lives. Researchers have identified several factors linked with nonmedical prescription drug use such as their school enrollment status, history of depression, and a two parent household presence (Gever, 2010). Nonmedical prescription drug abuse has been the rise, inRead MoreEssay about Adolescent Depression1718 Words   |  7 Pagespeek age for onset of depression during this time (1). There are many causes of depression among late to early adolescents. Over the years research has concluded that the most prevalent causes of adolescent depression is , genetics, absence of parental protection, low self-esteem, child abuse (of all types) , faulty interpersonal relationships, and educational transitions. For the purpose of this research we will identify educational transitions from junior high or middle school to high schoolRead MoreThe Brain And Its Effect On Brain Development1335 Words   |  6 Pagesbehaviors that reduce the effects of stressful life events.† My topic of choice is parent engagement and why teenagers benefit from parental support in school. Parent engagement is when there is an active relationship between a student’s school and the parents creating support for the teen. Three aspects of parent engagement are having a connection between the teen and parent, engaging parents in school activities, and sustaining the parent’s engagement. 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Retrieved: http://www.mindtools.com/page6.html Goal setting is used by top-level athletes, successful business-people and achievers in all fields (Personal goal-setting, 2013, Mind Tools). However, not only individuals who are advanced in their careers can benefit from goal-setting. Persons at all stages and ages of the life cycle can benefit from setting goalsRead MoreEnvironmental Challenges Facing The American Auto Industry1642 Words   |  7 Pagesto maximize earnings in the long term. Maintaining high customer repurchase rates is critical to long-term profitability in the industry. Therefore, automakers attempt to attract and keep customers from the purchase of their first car in their late teens until retirement and thereafter. Product variety at all of the major automakers spans the full spectrum from small to full-sized cars, although some automakers are better known in particular market niches. MGI quantified the contributions of the processRead MoreParenting Styles in Differnt Cultures2804 Words   |  12 PagesStyles in Different Cultures Elizabeth L. Walsh Psychology 223 Parenting style is one of many factors that strongly influence child development. One’s choice of parenting style is most often molded by their cultural background. American parents use a myriad of parenting styles, all of which have their roots in various cultural beliefs about which method is best to raise a child. In 1971, clinical and developmental psychologist, Diana Baumrind, recognized three different categories of parentingRead MoreInfluence of Drug and Alcohol Abuse Amoung Kenyan Teenage Education5708 Words   |  23 Pages Also alcohol is assessed by the medical experts that it can be used to increase the metabolism or improve the digestion of an individual. With the help of appropriate alcohol intake, the system of an older person can be stabilized. Therefore, the use of alcohol or liquor became popular among the people with advanced age. For throughout the years, the alcohols became part of the government’s subject for banning. The reason behind this provision is because the increasing demands that also affects

Chapter 17 Cat, Rat, and Dog Free Essays

Harry’s mind had gone blank with shock. The three of them stood transfixed with horror under the Invisibility Cloak. The very last rays of the setting sun were casting a bloody light over the long-shadowed grounds. We will write a custom essay sample on Chapter 17 Cat, Rat, and Dog or any similar topic only for you Order Now Then, behind them, they heard a wild howling. â€Å"Hagrid,† Harry muttered. Without thinking about what he was doing, he made to turn back, but both Ron and Hermione seized his arms. â€Å"We can’t,† said Ron, who was paper-white. â€Å"He’ll be in worse trouble if they know we’ve been to see him†¦.† Hermione’s breathing was shallow and uneven. â€Å"How — could — they?† she choked. â€Å"How could they?† â€Å"Come on,† said Ron, whose teeth seemed to be chattering. They set off back toward the castle, walking slowly to keep themselves hidden under the cloak. The light was fading fast now. By the time they reached open ground, darkness was settling like a spell around them. â€Å"Scabbers, keep still,† Ron hissed, clamping his hand over his chest. The rat was wriggling madly. Ron came to a sudden halt, trying to force Scabbers deeper into his pocket. â€Å"What’s the matter with you, You stupid rat? Stay still — OUCH! He bit me!† â€Å"Ron, be quiet!† Hermione whispered urgently. â€Å"Fudge’ll be out here in a minute –â€Å" â€Å"He won’t — stay — put –â€Å" Scabbers was plainly terrified. He was writhing with all his might, trying to break free of Ron’s grip. â€Å"What’s the matter with him?† But Harry had just seen — stinking toward them, his body low to the ground, wide yellow eyes glinting eerily in the darkness — Crookshanks. Whether he could see them or was following the sound of Scabbers’s squeaks, Harry couldn’t tell. â€Å"Crookshanks!† Hermione moaned. â€Å"No, go away, Crookshanks! Go away!† But the cat was getting nearer — â€Å"Scabbers — NO!† Too late — the rat had slipped between Ron’s clutching fingers, hit the ground, and scampered away. In one bound, Crookshanks sprang after him, and before Harry or Hermione could stop him, Ron had thrown the Invisibility Cloak off himself and pelted away into the darkness. â€Å"Ron!† Hermione moaned. She and Harry looked at each other, then followed at a sprint; it was impossible to run full out under the cloak; they pulled it off and it streamed behind them like a banner as they hurtled after Ron; they could hear his feet thundering along ahead and his shouts at Crookshanks. â€Å"Get away from him — get away — Scabbers, come here –â€Å" There was a loud thud. â€Å"Gotcha! Get off, you stinking cat –â€Å" Harry and Hermione almost fell over Ron; they skidded to a stop right in front of him. He was sprawled on the ground, but Scabbers was back in his pocket; he had both hands held tight over the quivering lump. â€Å"Ron — come on back under the cloak –† Hermione panted. â€Å"Dumbledore — the Minister — they’ll be coming back out in a minute –â€Å" But before they could cover themselves again, before they could even catch their breath, they heard the soft pounding of gigantic paws†¦. Something was bounding toward them, quiet as a shadow — an enormous, pale-eyed, jet-black dog. Harry reached for his wand, but too late — the dog had made an enormous leap and the front paws hit him on the chest; he keeled over backward in a whirl of hair; he felt its hot breath, saw inch-long teeth – But the force of its leap had carried it too far; it rolled off him. Dazed, feeling as though his ribs were broken, Harry tried to stand up; he could hear it growling as it skidded around for a new attack. Ron was on his feet. As the dog sprang back toward them he pushed Harry aside; the dog’s jaws fastened instead around Ron’s outstretched arm. Harry lunged forward, he seized a handful of the brute’s hair, but it was dragging Ron away as easily as though he were a rag doll — Then, out of nowhere, something hit Harry so hard across the face he was knocked off his feet again. He heard Hermione shriek with pain and fall too. Harry groped for his wand, blinking blood out of his eyes â€Å"Lumos!† he whispered. The wandlight showed him the trunk of a thick tree; they had chased Scabbers into the shadow of the Whomping Willow and its branches were creaking as though in a high wind, whipping backward and forward to stop them going nearer. And there, at the base of the trunk, was the dog, dragging Ron backward into a large gap in the roots — Ron was fighting furiously, but his head and torso were slipping out of sight — â€Å"Ron!† Harry shouted, trying to follow, but a heavy branch whipped lethally through the air and he was forced backward again. All they could see now was one of Ron’s legs, which he had hooked around a root in an effort to stop the dog from pulling him farther underground — but a horrible crack cut the air like a gunshot; Ron’s leg had broken, and a moment later, his foot vanished from sight. â€Å"Harry — we’ve got to go for help –† Hermione gasped; she was bleeding too; the Willow had cut her across the shoulder. â€Å"No! That thing’s big enough to eat him; we haven’t got time –â€Å" â€Å"Harry — we’re never going to get through without help –â€Å" Another branch whipped down at them, twigs clenched like knuckles. â€Å"If that dog can get in, we can,† Harry panted, darting here and there, trying to find a way through the vicious, swishing branches, but he couldn’t get an inch nearer to the tree roots without being in range of the tree’s blows. â€Å"Oh, help, help,† Hermione whispered frantically, dancing uncertainly on the spot, â€Å"Please†¦Ã¢â‚¬  Crookshanks darted forward. He slithered between the battering branches like a snake and placed his front paws upon a knot on the trunk. Abruptly, as though the tree had been turned to marble, it stopped moving. Not a leaf twitched or shook. â€Å"Crookshanks!† Hermione whispered uncertainly. She now grasped Harry’s arm painfully hard. â€Å"How did he know –?† â€Å"He’s friends with that dog,† said Harry grimly. â€Å"I’ve seen them together. Come on — and keep your wand out –â€Å" They covered the distance to the trunk in seconds, but before they had reached the gap in the roots, Crookshanks had slid into it with a flick of his bottlebrush tail. Harry went next; he crawled forward, headfirst, and slid down an earthy slope to the bottom of a very low tunnel. Crookshanks was a little way along, his eyes flashing in the light from Harry’s wand. Seconds later, Hermione slithered down beside him. â€Å"Where’s Ron?† she whispered in a terrified voice. â€Å"This way,† said Harry, setting off, bent-backed, after Crookshanks. â€Å"Where does this tunnel come out?† Hermione asked breathlessly from behind him. â€Å"I don’t know†¦It’s marked on the Marauder’s Map but Fred and George said no one’s ever gotten into it†¦It goes off the edge of the map, but it looked like it was heading for Hogsmeade†¦Ã¢â‚¬  They moved as fast as they could, bent almost double; ahead of them, Crookshanks’s tail bobbed in and out of view. On and on went the passage; it felt at least as long as the one to Honeydukes†¦ All Harry could think of was Ron and what the enormous dog might be doing to him†¦He was drawing breath in sharp, painful gasps, running at a crouch†¦. And then the tunnel began to rise; moments later it twisted, and Crookshanks had gone. Ahead Harry could see a patch of dim light through a small opening. He and Hermione paused, gasping for breath, edging forward. Both raised their wands to see what lay beyond. It was a room, a very disordered, dusty room. Paper was peeling from the walls; there were stains all over the floor; every piece of furniture was broken as though somebody had smashed it. The windows were all boarded up. Harry glanced at Hermione, who looked very frightened but nodded. Harry pulled himself out of the hole, staring around. The room was deserted, but a door to their right stood open, leading to a shadowy hallway. Hermione suddenly grabbed Harry’s arm again. Her wide eyes were traveling around the boarded windows. â€Å"Harry,† she whispered, â€Å"I think we’re in the Shrieking Shack.† Harry looked around. His eyes fell on a wooden chair near them. Large chunks had been torn out of it; one of the legs had been ripped off entirely. â€Å"Ghosts didn’t do that,† he said slowly. At that moment, there was a creak overhead. Something had moved upstairs. Both of them looked up at the ceiling. Hermione’s grip on Harry’s arm was so tight he was losing feeling in his fingers. He raised his eyebrows at her; she nodded again and let go. Quietly as they could, they crept out into the hall and up the crumbling staircase. Everything was covered in a thick layer of dust except the floor, where a wide shiny stripe had been made by something being dragged upstairs. They reached the dark landing. â€Å"Nox,† they whispered together, and the lights at the end of their wands went out. Only one door was open. As they crept toward it, they heard movement from behind it; a low moan, and then a deep, loud purring. They exchanged a last look, a last nod. Wand held tightly before him, Harry kicked the door wide open. On a magnificent four-poster bed with dusty hangings lay Crookshanks, purring loudly at the sight of them. On the floor beside him, clutching his leg, which stuck out at a strange angle, was Ron. Harry and Hermione dashed across to him. â€Å"Ron — are you okay?† â€Å"Where’s the dog?† â€Å"Not a dog,† Ron moaned. His teeth were gritted with pain. â€Å"Harry, it’s a trap –â€Å" â€Å"What –â€Å" â€Å"He’s the dog†¦he’s an Animagus.† Ron was staring over Harry’s shoulder. Harry wheeled around. With a snap, the man in the shadows closed the door behind them. A mass of filthy, matted hair hung to his elbows. If eyes hadn’t been shining out of the deep, dark sockets, he might have been a corpse. The waxy skin was stretched so tightly over the bones of his face, it looked like a skull. His yellow teeth were bared in a grin. It was Sirius Black. â€Å"Expelliarmus!† he croaked, pointing Ron’s wand at them. Harry’s and Hermione’s wands shot out of their hands, high in the air, and Black caught them. Then he took a step closer. His eyes were fixed on Harry. â€Å"I thought you’d come and help your friend,† he said hoarsely. His voice sounded as though he had long since lost the habit of using it. â€Å"Your father would have done the same for me. Brave of you not to run for a teacher. I’m grateful†¦it will make everything much easier†¦.† The taunt about his father rang in Harry’s ears as though Black had bellowed it. A boiling hate erupted in Harry’s chest, leaving no place for fear. For the first time in his life, he wanted his wand back in his hand, not to defend himself, but to attack†¦to kill. Without knowing what he was doing, he started forward, but there was a sudden movement on either side of him and two pairs of hands grabbed him and held him back†¦ â€Å"No, Harry!† Hermione gasped in a petrified whisper; Ron, however, spoke to Black. â€Å"If you want to kill Harry, you’ll have to kill us too!† he said fiercely, though the effort of standing upright was draining him of still more color, and he swayed slightly as he spoke. Something flickered in Black’s shadowed eyes. â€Å"Lie down,† he said quietly to Ron. â€Å"You will damage that leg even more.† â€Å"Did you hear me?† Ron said weakly, though he was clinging painfully to Harry to stay upright. â€Å"You’ll have to kill all three of us!† â€Å"There’ll be only one murder here tonight,† said Black, and his grin widened. â€Å"Why’s that?† Harry spat, trying to wrench himself free of Ron, and Hermione. â€Å"Didn’t care last time, did you? Didn’t mind slaughtering all those Muggles to get at Pettigrew†¦What’s the matter, gone soft in Azkaban?† â€Å"Harry!† Hermione whimpered. â€Å"Be quiet!† â€Å"HE KILLED MY MUM AND DAD!† Harry roared, and with a huge effort he broke free of Hermione’s and Ron’s restraint and lunged forward — He had forgotten about magic — he had forgotten that he was short and skinny and thirteen, whereas Black was a tall, full-grown man — all Harry knew was that he wanted to hurt Black as badly as he could and that he didn’t care how much he got hurt in return — Perhaps it was the shock of Harry doing something so stupid, but Black didn’t raise the wands in time — one of Harry’s hands fastened over his wasted wrist, forcing the wand tips away; the knuckles of Harry’s other hand collided with the side of Black’s head and they fell, backward, into the wall — Hermione was screaming; Ron was yelling; there was a blinding flash as the wands in Black’s hand sent a jet of sparks into the air that missed Harry’s face by inches; Harry felt the shrunken arm under his fingers twisting madly, but he clung on, his other hand punching every part of Black it could find. But Black’s free hand had found Harry’s throat â€Å"No,† he hissed, â€Å"I’ve waited too long –â€Å" The fingers tightened, Harry choked, his glasses askew. Then he saw Hermione’s foot swing out of nowhere. Black let go of Harry with a grunt of pain; Ron had thrown himself on Black’s wand hand and Harry heard a faint clatter — He fought free of the tangle of bodies and saw his own wand rolling across the floor; he threw himself toward it but â€Å"Argh!† Crookshanks had joined the fray; both sets of front claws had sunk themselves deep into Harry’s arm; Harry threw him off, but Crookshanks now darted toward Harry’s wand — â€Å"NO YOU DON’T!† roared Harry, and he aimed a kick at Crookshanks that made the cat leap aside, spitting; Harry snatched up his wand and turned — â€Å"Get out of the way!† he shouted at Ron and Hermione. They didn’t need telling twice. Hermione, gasping for breath, her lip bleeding, scrambled aside, snatching up her and Ron’s wands. Ron crawled to the four-poster and collapsed onto it, panting, his white face now tinged with green, both hands clutching his broken leg. Black was sprawled at the bottom of the wall. His thin chest rose and fell rapidly as he watched Harry walking slowly nearer, his wand pointing straight at Black’s heart. â€Å"Going to kill me, Harry?† he whispered. Harry stopped right above him, his wand still pointing at Black’s chest, looking down at him. A livid bruise was rising around Black’s left eye and his nose was bleeding. â€Å"You killed my parents,† said Harry, his voice shaking slightly, but his wand hand quite steady. Black stared up at him out of those sunken eyes. â€Å"I don’t deny it,† he said very quietly. â€Å"But if you knew the whole story.† â€Å"The whole story?† Harry repeated, a furious pounding in his ears. â€Å"You sold them to Voldemort. That’s all I need to know.† â€Å"You’ve got to listen to me,† Black said, and there was a note of urgency in his voice now. â€Å"You’ll regret it if you don’t†¦You don’t understand†¦.† â€Å"I understand a lot better than you think,† said Harry, and his voice shook more than ever. â€Å"You never heard her, did you? My mum†¦trying to stop Voldemort killing me†¦and you did that†¦you did it†¦.† Before either of them could say another word, something ginger streaked past Harry; Crookshanks leapt onto Black’s chest and settled himself there, right over Black’s heart. Black blinked and looked down at the cat. â€Å"Get off,† he murmured, trying to push Crookshanks off him. But Crookshanks sank his claws into Black’s robes and wouldn’t shift. He turned his ugly, squashed face to Harry and looked up at him with those great yellow eyes. To his right, Hermione gave a dry sob. Harry stared down at Black and Crookshanks, his grip tightening on the wand. So what if he had to kill the cat too? It was in league with Black†¦If it was prepared to die, trying to protect Black, that wasn’t Harry’s business†¦ If Black wanted to save it, that only proved he cared more for Crookshanks than for Harry’s parents†¦. Harry raised the wand. Now was the moment to do it. Now was the moment to avenge his mother and father. He was going to kill Black. He had to kill Black. This was his chance†¦. The seconds lengthened. And still Harry stood frozen there, wand poised, Black staring up at him, Crookshanks on his chest. Ron’s ragged breathing came from near the bed; Hermione was quite silent. And then came a new sound — Muffled footsteps were echoing up through the floor — someone was moving downstairs. â€Å"WE’RE UP HERE!† Hermione screamed suddenly. â€Å"WE’RE UP HERE — SIRIUS BLACK — QUICK!† Black made a startled movement that almost dislodged Crookshanks; Harry gripped his wand convulsively — Do it now! said a voice in his head — but the footsteps were thundering up the stairs and Harry still hadn’t done it. The door of the room burst open in a shower of red sparks and Harry wheeled around as Professor Lupin came hurtling into the room, his face bloodless, his wand raised and ready. His eyes flickered over Ron, lying on the floor, over Hermione, cowering next to the door, to Harry, standing there with his wand covering Black, and then to Black himself, crumpled and bleeding at Harry’s feet. â€Å"Expelliarmus!† Lupin shouted. Harry’s wand flew once more out of his hand; so did the two Hermione was holding. Lupin caught them all deftly, then moved into the room, staring at Black, who still had Crookshanks lying protectively across his chest. Harry stood there, feeling suddenly empty. He hadn’t done it. His nerve had failed him. Black was going to be handed back to the Dementors. Then Lupin spoke, in a very tense voice. â€Å"Where is he, Sirius?† Harry looked quickly at Lupin. He didn’t understand what Lupin meant. Who was Lupin talking about? He turned to look at Black again. Black’s face was quite expressionless. For a few seconds, he didn’t move at all. Then, very slowly, he raised his empty hand and pointed straight at Ron. Mystified, Harry glanced around at Ron, who looked bewildered. â€Å"But then†¦Ã¢â‚¬  Lupin muttered, staring at Black so intently it seemed he was trying to read his mind, â€Å"†¦why hasn’t he shown himself before now? Unless† — Lupin’s eyes suddenly widened, as though he was seeing something beyond Black, something none of the rest could see, â€Å"– unless he was the one†¦unless you switched†¦ without telling me?† Very slowly, his sunken gaze never leaving Lupin’s face, Black nodded. â€Å"Professor,† Harry interrupted loudly, â€Å"what’s going on –?† But he never finished the question, because what he saw made his voice die in his throat. Lupin was lowering his wand, gazing fixed at Black. The Professor walked to Black’s side, seized his hand, pulled him to his feet so that Crookshanks fell to the floor, and embraced Black like a brother. Harry felt as though the bottom had dropped out of his stomach. â€Å"I DON’T BELIEVE IT!† Hermione screamed. Lupin let go of Black and turned to her. She had raised herself off the floor and was pointing at Lupin, wild-eyed. â€Å"You — you –â€Å" â€Å"Hermione –â€Å" â€Å"?C you and him!† â€Å"Hermione, calm down –â€Å" â€Å"I didn’t tell anyone!† Hermione shrieked. â€Å"I’ve been covering up for you –â€Å" â€Å"Hermione, listen to me, please† Lupin shouted. â€Å"I can explain –â€Å" Harry could feel himself shaking, not with fear, but with a fresh wave of fury. â€Å"I trusted you,† he shouted at Lupin, his voice wavering, out of control, â€Å"and all the time you’ve been his friend!† â€Å"You’re wrong,† said Lupin. â€Å"I haven’t been Sirius’s friend, but I am now — Let me explain†¦.† â€Å"NO!† Hermione screamed. â€Å"Harry, don’t trust him, he’s been helping Black get into the castle, he wants you dead too — he’s a werewolf!† There was a ringing silence. Everyone’s eyes were now on Lupin, who looked remarkably calm, though rather pale. â€Å"Not at all up to your usual standard, Hermione,† he said. â€Å"Only one out of three, I’m afraid. I have not been helping Sirius get into the castle and I certainly don’t want Harry dead. An odd shiver passed over his face. â€Å"But I won’t deny that I am a werewolf.† Ron made a valiant effort to get up again but fell back with a whimper of pain. Lupin made toward him, looking concerned, but Ron gasped, â€Å"Get away from me, werewolf!† Lupin stopped dead. Then, with an obvious effort, he turned to Hermione and said, â€Å"How long have you known?† â€Å"Ages,† Hermione whispered. â€Å"Since I did Professor Snape’s essay†¦Ã¢â‚¬  â€Å"He’ll be delighted,† said Lupin coolly. â€Å"He assigned that essay hoping someone would realize what my symptoms meant†¦ Did you check the lunar chart and realize that I was always ill at the full moon? Or did you realize that the Boggart changed into the moon when it saw me?† â€Å"Both,† Hermione said quietly. Lupin forced a laugh. â€Å"You’re the cleverest witch of your age I’ve ever met, Hermione.† â€Å"I’m not,† Hermione whispered. â€Å"If I’d been a bit cleverer, I’d have told everyone what you are!† â€Å"But they already know,† said Lupin. â€Å"At least, the staff do.† â€Å"Dumbledore hired you when he knew you were a werewolf,† Ron gasped. â€Å"Is he mad?† â€Å"Some of the staff thought so,† said Lupin. â€Å"He had to work very hard to convince certain teachers that I’m trustworthy –â€Å" â€Å"AND HE WAS WRONG!† Harry yelled. â€Å"YOU’VE BEEN HELPING HIM ALL THE TIME!† He was pointing at Black, who suddenly crossed to the four-poster bed and sank onto it, his face hidden in one shaking hand. Crookshanks leapt up beside him and stepped onto his lap, purring. Ron edged away from both of them, dragging his leg. â€Å"I have not been helping Sirius,† said Lupin. â€Å"If you’ll give me a chance, I’ll explain. Look –â€Å" He separated Harry’s, Ron’s and Hermione’s wands and threw each back to its owner; Harry caught his, stunned. â€Å"There,† said Lupin, sticking his own wand back into his belt â€Å"You’re armed, we’re not. Now will you listen?† Harry didn’t know what to think. Was it a trick? â€Å"If you haven’t been helping him,† he said, with a furious glance at Black, â€Å"how did you know he was here?† â€Å"The map,† said Lupin. â€Å"The Marauder’s Map. I was in my office examining it –â€Å" â€Å"You know how to work it?† Harry said suspiciously. â€Å"Of course I know how to work it,† said Lupin, waving his hand impatiently. â€Å"I helped write it. I’m Moony — that was my friends’ nickname for me at school.† â€Å"You wrote –?† â€Å"The important thing is, I was watching it carefully this evening, because I had an idea that you, Ron, and Hermione might try and sneak out of the castle to visit Hagrid before his Hippogriff was executed. And I was right, wasn’t I?† He had started to pace up and down, looking at them. Little patches of dust rose at his feet. â€Å"You might have been wearing your father’s old cloak, Harry–â€Å" â€Å"How d’you know about the cloak?† â€Å"The number of times I saw James disappearing under it†¦Ã¢â‚¬  said Lupin, waving an impatient hand again. â€Å"The point is, even if you’re wearing an Invisibility Cloak, you still show up on the Marauder’s Map. I watched you cross the grounds and enter Hagrid’s hut. Twenty minutes later, you left Hagrid, and set off back toward the castle. But you were now accompanied by somebody else.† â€Å"What?† said Harry. â€Å"No, we weren’t!† I couldn’t believe my eyes,’ said Lupin, still pacing, and ignoring Harry’s interruption. â€Å"I thought the map must be malfunctioning. How could he be with you?† â€Å"No one was with us!† said Harry. â€Å"And then I saw another dot, moving fast toward you, labeled Sirius Black†¦I saw him collide with you; I watched as he pulled two of you into the Whomping Willow –â€Å" â€Å"One of us!† Ron said angrily. â€Å"No, Ron,† said Lupin. â€Å"Two of you.† He had stopped his pacing, his eyes moving over Ron. â€Å"Do you think I could have a look at the rat?† he said evenly. â€Å"What?† said Ron. â€Å"What’s Scabbers got to do with it?† â€Å"Everything,† said Lupin. â€Å"Could I see him, please?† Ron hesitated, then put a hand inside his robes. Scabbers emerged, thrashing desperately; Ron had to seize his long bald tail to stop him escaping. Crookshanks stood up on Black’s leg and made a soft hissing noise. Lupin moved closer to Ron. He seemed to be holding his breath as he gazed intently at Scabbers. â€Å"What?† Ron said again, holding Scabbers close to him, looking scared. â€Å"What’s my rat got to do with anything?† â€Å"That’s not a rat,† croaked Sirius Black suddenly. â€Å"What d’you mean — of course he’s a rat –â€Å" â€Å"No, he’s not,† said Lupin quietly. â€Å"He’s a wizard.† â€Å"An Animagus,† said Black, â€Å"by the name of Peter Pettigrew.† How to cite Chapter 17 Cat, Rat, and Dog, Essay examples

Leadership Journal of Behavioral and Applied Management

Question: Write an essay on Leadership. Answer: Introduction A leader is a person who holds a position in a company or any organization who has an authority as in the degree of control among his followers. He commonly has a lot of influence over others. A good leader has the ability to manage a group of followers effectively in the right direction and serves as an inspiration to them. A successful leader is a person who is passionate, makes way for his followers to tread along, and operates in a group in such a way that everyone around him is benefitted through his actions. Jim Callaghan (1970) stated that a leader should not necessarily be consistent in everything to appear consistent. The duties of the leader may seem simple for a spectator but the difficulties and the struggles that he faces are insurmountable. An astute leader is an efficient individual who runs a small-business and know his job. He has been in the field for relatively many years and has made his research and survey good enough to predict the outcomes for every change that happen in the market. He knows the market around him better than anyone. He has a long term vision and can determine how the market may face changes at any point of time (Doyle Jr. 2013). This vision is only possible when he has a thorough knowledge about the market scenario and does his homework rather than just working partially. A boss can act only when he is within an organization but a leader can act and shine anywhere. He is always prepared to take on the challenges that come approaching his way. The astute leaders always make sure that he stays organized in order to be ready for anything. This gives the leader the head start of not panicking when an unexpected situation arises. As much as he knows his market and is prepared to face any new obstacles in the business, he also must know about his employees by constantly staying in touch with them (Aaker, Kumar Day 2008). The employees are provided with assessments of their performances and are given the necessary feedback. App reciation is a must and their work is always noticed and their input is praised. This type of leadership is necessary in a small business that can potentially lead the business to different levels of success (Efford 2012). Followership Followership may be defined as the ability to follow a specific interest or a person and to support the same to maximize the efforts of the interested field or the person. Followership however is highly undervalued. There has not been enough funding and time spent on researching about followership. Followership is just as important as leadership. A book search in the website amazon.com showed results of book titles of more than 95,000 (Bjugstad et. al., 2006). But the search in the same website on followership showed results less than 1,000 titles which were mostly on political and spiritual followership. It has come out that the leadership is not a one way channel but actually a two-way process. The cooperation of the followers is more than just essential for a leader to succeed in the target that he aims to achieve. Hansen (1987) has told that an effective followership means that a leaders authority has been accepted and complying of the visions of the leader would be taken up. The small business needs higher concentration on focus on the market since the company is still in the developing stage and needs much working on. The followers are not generally motivated by what the leaders expect them to do but actually are motivated with the leaders taking the time to care about what an individual follower wants at a specific point of time (Goleman, Boyatzis McKee 2001). Astute leaders think about their team and the companys welfare more often than they think what is best for them. There are three things that a follower needs in order for him to successfully complete any job that is assigned to him. He needs the confidence that he can do the work without any obstacles during the process. They require knowing that the astute leader truly trusts them in doing the work (Forbes 2016). This is usually very important they know that they are trusted which would shatter their confidence if not. The trust the leaders shower upon them gives them the courage to work on the a ssignment even when they know that they cant possibly do the best. The relationship between a leader and a follower is mutual (Lickerman 2013). There should be an equilibrium state where the process is symbiotic and they both are equally benefitted. This defines how they both are needed in a system for effective outcome in any organization. The leader is nothing without the involvement of a follower who would comply with the rules and regulations of a superior authority who guides them towards a fixed common goal. Kelly (1992) formulated a theory by studying the thoughts of followers and categorized them into four different types. Alienated followers are the people who are always skeptical of the leaders decisions in a healthy way. And there are conformist followers are the followers who exactly follow what they are told them to do. They dont question the methods but are happy to complete the tasks assigned to them on time without any problems (Kelley 1992). Passive followers mostly require the leader to do the thinking for them. They need to be guided entirely through any task assigned to them. And finally, there are the exemplary followers who are generally independent, innovative and are willing to question the methods in which the leadership is handled. They are well aware of how their works are to be done and require no assistance or guidance (Malhotra 2008). Yin And Yang Of A Successful Leadership Practice The yin and yang represent the general conflicting entities black and white of any scenario. But the fact that needs to be considered here with the inclusion of leader and a follower is that they both are not exactly in conflict but are in accordance with each other represented by grey color. This is the mutual concern of both the leader and his followers. The yin and yang also represent the followers and the leader where the follower is ready to receive, has intuition and is thoughtful of the tasks assigned to him and the leader is the yang where he has the qualities of energy, achievement and drives encouragement (Linton nd). Communication is an effective way to control this grey portion of the theory where the followers make their voices heard with the leader. The leader, in turn, voices his thoughts to the followers before he makes a decision (Peterson 2013). Making the decision alone is not appropriate. Proper analysis of the followers opinions in mind must determine the directi on in which the decision should be made. Leaders and followers are more similar than different. Goleman et.al (2002) described followership as a mirror image of leadership. Successful leaders constantly work on their leadership styles that can work on their followers. Followers may react differently for every different style of leaderships that leaders handle (Mindtools nd). Having the sense to understand the followers on what suits them is where the degree of excellence comes in for the leader to be the better one. The followers see the tasks as opportunities to learn and fulfill the expectations of any organization if they do the task with the leader by their side continuously giving them feedback and appreciation throughout. Guidance from the leader and the cooperation from the follower play a vital role in determining the success of a company in a market surrounded by tough competitors. The competitors also have the company also has a set of leader and followers that will be rea son for their progress and future success. As mentioned earlier, the relationship must be symbiotic (Vecchio 2005). The outcome of a success is not possible without the proper relationship between the leader and the followers. A good leader must understand the needs of the followers and work in the direction that would satisfy them and promote the companys growth. The actions in both leader and followers action is that a leader should be able to step down to walk with the followers and the followers should step up their game to walk faster. The differences between the both are very minimal as their contributions are equally important in deciding the success of a company (Thompson McHugh 2009). Appropriate methods are to be handled by the leader that does not affect anyones feelings or must never be overburdening to a fellow follower. The guidance that a leader gives the followers is important and it must be in accordance with the nature of the specific follower. Giving out the same type of guidance to ever followers is a bad idea to be following. There are other ways to analyze the follower behavior and to direct them to their own comfort zone. The followers make up the leaders as they are the primary cases who give rise to the successful leaders. Without followers there cant be any leader. If the theorists understand this, more researches would be targeted on this regard (Zhang et. Al. 2015). The followers mindsets and perspectives are yet to be understood clearly whereas we already have more than enough studies about how a leader should be and what his roles and duties are. Conclusion This argument clearly shows the importance of followership in the successful leadership practices. Most of the theories that are made nowadays are focused on the leadership part and they fail to analyze the followership criteria in the process. The researchers are slowly realizing the need to understand the followers with the same intensity they are doing for the leaders. Leaders should be capable of combining their self-centeredness with other-centeredness (Wilson 2013). They should serve as a role model and inspire the followers directly or indirectly in every way. The astute leader should act in an isolated manner away from the followers when they are not to be interrupted and must step down when their followers need guidance in handling the task. The taskforce management is the key aspect in the yin-yang relationship as it comes around in more numbers than that of the leaders. The leaders must never show favoritism within his set of followers as that destroys the trust they have on the leader and would probably backfire. The time frames and the standards that are expected of the followers must not come out in a strict way. Instead, leading them by examples may be the right approach in making them understand what they are required to do. The leaders actions can have a huge influence in the performance of the followers. A good leader does not need teaching regarding this. He allows the followers to be a little flexible to be self-driven and be decisive. The followers on the other hand, should learn to trust their leaders and accept him on his insights and ideologies. Follower should act in unison to provide a complete solution. The followers are to be well-aware of their surroundings. There are good and bad followers. Effective followers manage themselves well. Some do not have the critical thinking ability to work on the orders of a leader without questioning and some are independent and can work on their own without any requirement of assistance or guidance . Finally, it can be concluded that the leader and the followers are mutually important and are not less than each other. Their work should be cooperative and without that the companys productivity would suffer from severe blows in the market. The leaders must understand this and get to know the feelings of the followers thoroughly before they deicide doing any major changes for an organization. References Aaker, D.A., Kumar, V. and Day, G.S., 2008.Marketing research. John Wiley Sons. Bjugstad, K., Thach, E.C., Thompson, K.J. and Morris, A., 2006. A fresh look at followership: A model for matching followership and leadership styles. Journal of Behavioral and Applied Management,7(3), p.304. Doyle Jr., William P. 2013. The Yin Yang of leadership. Available from . [Accessed 18-May 2016] Efford, C. 2012. The Yin and Yang of leadership. Available from . [Accessed 18-May 2016] Forbes, 2016. Effective leadership : How to be more than just a boss. Available from . [Accessed 18-May 2016] Goleman, D., Boyatzis, R. and McKee, A., 2001. Primal leadership: The hidden driver of great performance.Harvard business review,79(11), pp.42-53. Johnson, Samantha. 2015. The Yin and Yang of modern leadership : Being Good at contradiction. Available from . [Accessed 18-May 2016] Kelley, R.E., 1992.The power of followership: How to create leaders people want to follow, and followers who lead themselves. Broadway Business. Lickerman, A. 2013. Psychology Today. Available from [Accessed 18-May 2016] Linton, I. What is an astute leader? Available from [Accessed 18-May 2016] Malhotra, N.K., 2008.Marketing research: An applied orientation, 5/e. Pearson Education India. Mindtools Editorial Team. What is leadership? Available from https://www.mindtools.com/pages/article/newLDR_41.htm [Accessed 18-May 2016] Peterson, G. 2013. Leadership 310: The Four Principles of 'Followership'. Available from https://www.forbes.com/sites/garypeterson/2013/04/23/the-four-principles-of-followership/#3ee4d7af5ebe. [Accessed 18-May 2016] Thompson, P. and McHugh, D., 2009.Work organisations: a critical approach. Palgrave Macmillan. Vecchio, R.P., 2005.Organizational behavior: Core concepts. South-Western Pub. Wilson, F.M., 2013.Organizational behaviour and work: a critical introduction. Oxford University Press. Zhang, Y., Waldman, D.A., Han, Y.L. and Li, X.B., 2015. Paradoxical leader behaviors in people management: Antecedents and consequences. Academy of Management Journal,58(2), pp.538-566.

Analysis of the poem Presents from my Aunts in Pakistan Essay Example For Students

Analysis of the poem Presents from my Aunts in Pakistan Essay Presents from my Aunts in Pakistan is a poem about a young girl of mixed race and the difficulty she finds with fitting in, or feeling a part of either, the Pakistani or the English culture. The young girl in the poem is describing gifts that were sent to her in England from Pakistan. The presents from Pakistan are beautiful but the girl feels awkward wearing them, feeling that denim and corduroy would be more suitable. In contrast the relatives in Pakistan would like the conventional English cardigans from Marks and Spencer. The poem is a sequence of personal memories. This is shown because the poem is written in the first person. The poem is written in the past as the poet is remembering the memories. When people are remembering things their minds often drift from one image to another in the way that the poem does.  As a reader you have to wait until towards the end of the poem to discover the key message in this poem. The phrase no fixed nationality sums up the feelings of the poet, being half-English she struggles to feel comfortable with either culture. The poem explores this struggle. The presents referred to in the title are described in great detail in the opening sixteen lines. The variety of clothes and their colours and textured are recalled quite affectionately. Instead of being critical of the clothes, the poet respects her aunts attempt at keeping up with fashions of the time: the salwar bottoms are appropriately narrow. The salwar kameez suggests familiar notion of exotic clothes worn by Asian women. But glass bangle, which draws blood, is symbol of how tradition harms the poet because it is not practical for the active life of a young woman in the west. This is where the girls two cultures begin to clash in the poem. As the girl tries on stain-silken top at home, she notices how the Pakistani style of the clothes seems out of place in her English sitting room. She uses the word alien to emphasise how strange the clothes look and feel in these surroundings. She also feels slightly intimidated by the gorgeous clothes saying she: could never be as lovely /as those clothes, the clothes also seem the make the girl embarrassed so that she blushes: my costume clung to me /and I was a flame,/ I couldnt rise up out of its fire. This is a powerful metaphor, which could show the young girls discomfort. Also the poet says that where her Pakistani Aunt Jamila can rise up out of its fire (look lovely in the bright colours) she felt unable to do so, because she was half English. The word costume sounds like something you put on for a show. This sense of being between two cultures is shown when the school friend asks to see Moniza Alvis weekend clothes and is not impressed. The school friends reaction also suggests that she has little idea of what her friend, a young Pakistani woman is, and is not, allowed to do at weekends, despite living in Britain. The alien nature of the items from her home culture, the camel-skin lamp and the jewellery again contrast sharply with what she feels is her English culture. She wants the camel skin lamp, but also feels that it was cruel. This shows that she is both attracted and repelled by aspects of Pakistani culture. There is both the misery and the beauty, and she does know which affects her more powerfully. .ub08127a274d3fc5c96399fbfc444b746 , .ub08127a274d3fc5c96399fbfc444b746 .postImageUrl , .ub08127a274d3fc5c96399fbfc444b746 .centered-text-area { min-height: 80px; position: relative; } .ub08127a274d3fc5c96399fbfc444b746 , .ub08127a274d3fc5c96399fbfc444b746:hover , .ub08127a274d3fc5c96399fbfc444b746:visited , .ub08127a274d3fc5c96399fbfc444b746:active { border:0!important; } .ub08127a274d3fc5c96399fbfc444b746 .clearfix:after { content: ""; display: table; clear: both; } .ub08127a274d3fc5c96399fbfc444b746 { 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; } .ub08127a274d3fc5c96399fbfc444b746:active , .ub08127a274d3fc5c96399fbfc444b746:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub08127a274d3fc5c96399fbfc444b746 .centered-text-area { width: 100%; position: relative ; } .ub08127a274d3fc5c96399fbfc444b746 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub08127a274d3fc5c96399fbfc444b746 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub08127a274d3fc5c96399fbfc444b746 .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; } .ub08127a274d3fc5c96399fbfc444b746:hover .ctaButton { background-color: #34495E!important; } .ub08127a274d3fc5c96399fbfc444b746 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub08127a274d3fc5c96399fbfc444b746 .ub08127a274d3fc5c96399fbfc444b746-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub08127a274d3fc5c96399fbfc444b746:after { content: ""; display: block; clear: both; } READ: My Son My Executioner: Poetry Explication EssayThe last third of the poem explores how she came to England from Pakistan, how she ended up with her English grandmother. The poem ends with the poet feeling just as awkward and out of place in Pakistan as she does in her sitting room at home. The fact that she has no fixed nationality has made her feel as if she is not fully part of either culture.  The poem uses a lot of visual detail to make us see the brightness and colour of Pakistan. This use of visual detail is appropriate in a poem about how someone sees them self. The structure of the poem is irregular, with lines starting at different places, and being of different lengths which also links into the sense of her lack of a nationality, the idea of not knowing where she is going and how long she may be there. This creates a slightly unsettled, fluid feel to the poem, reflecting the poets feelings about her identity. The use of the free verse effect in this poem helps to portray her sincerity in her words, she tells it how it is and such is the structure of the poem. The lack of any particular rhythm or rhyming scheme within the poem helps to show the idea that there is no set course in her life, no specific direction she is going, it is unpredictable. In conclusion it would seem the poet has great difficulty finding a niche between either of the cultures in which she will feel comfortable. Living within the English culture whilst having so much of her Pakistani culture as part of her history and main nationality, the presents from her aunts acting as reminders and complications, she finds them to be beautiful and extravagant yet awkward and uncomfortable. This proves to be a major complication for her, she is upset she cannot fit-in with the ordinary life style of someone living in England.

Evaluation of the CYSA/TANF Program in California

Abstract California welfare to work Act, which was enacted in 1997, led to the creation of CYSA (comprehensive youth service act). CYSA was meant to provide â€Å"country’s probation departments (CPDs) with federal temporary assistance to the needy families’ (TANF) funds to be used to help in attaining overarching federal TANF goals by providing services to youths and their families† (Turner, Davis, Steinberg Fain, 2003, p. xi).Advertising We will write a custom critical writing sample on Evaluation of the CYSA/TANF Program in California specifically for you for only $16.05 $11/page Learn More Therefore, CYSA/TANF program was a statutory program for increasing social welfare for its beneficiaries. This goal is explicitly expressed in the statement of goals of the program. Turner, Davis, Steinberg, and Fain (2003) confirm that the main goal of the program was to â€Å"provide a continuum of family-focused and case-specific services in a community-based setting that address the full spectrum of child and family needs, including the services provided in county-operated residential care facilities† (p. xi). The paper presents the projects, which were implemented through the program. It also highlights the services that were provided to the target social groups, the effects of the program from a system approach and individual gains, and the experiences of various counties with the implementation of the program. The aim is to evaluate the programs’ extent of achievement of its noble goals and objectives. Background to CYSA/TANF Program CYSA/TANF program was the creation of the CalWORKs (California Work Opportunity and Responsibility to Kids). The program was enacted in the financial years 1997/1998 (Worrall, 2004). The chief purpose of the program was to offer services to juveniles who were placed on probation. This goal was to be achieved through putting in place measures that would ensure that youths were prevented from involving themselves in repeated crimes. It also put in strategies that would see youths who were placed on probation stop over relying on public aids besides creating avenues for the provision of help to the needy families through the federal temporary assistance program. The aim of providing aid to the needy families was to ensure that the needy parents rely less on the benefits given by the government (Worrall, 2004). This object was to be realized via putting in place mechanisms of ensuring that such parents were prepared to engage in the work environment.Advertising Looking for critical writing on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More The program also endeavored to ensure that incidences of single parent families occurred in lesser magnitudes together with reduction of incidences of children siring while not engaged in marriage (Turner, Davis, Steinberg Fain, 2003). The implementatio n process of the program was not fundamentally required by the state of California law to undergo an intensive evaluation process just as it happens normally for programs that are established to deliver public goods. However, the state of California’s probation officer found it vital to conduct an analysis of the process of implementation of the program together with an evaluation of its outcomes (Calderwood, Kitzes Ivanoff, 2012). After considering and ensuring that the approaches of the bidding process followed the procuring and bidding procedures established within California, the contract to conduct analysis of the program was accorded to an organization referred to as RAND. This organization was mandated to provide feedback on the implementation of the program within fixed time lines besides providing an assessment report on how the funding for the program was utilized by various probation departments in all the benefiting counties. It also provided a thorough assessmen t of the manner in which local interventions influenced the program. RAND was also to provide recommendations on the plausible mechanisms through which the program would be improved in the future in terms of operation and program design. In this paper, the analysis and summary of the program is conducted in the context of the findings of RAND as discussed in its evaluation report referred to as Evaluation of the CYSA/TANF program in California: final report. Projects implemented through the CYSA/TANF Program Countries used CYSA/TANF program to allocate money to people in custody places. These places include jail halls for children and camps. The countries also used the program to arrange the CYSA/TANF money allocated to different programs in many groups ranging from taking preventive measures to ensuring that work is done properly in accordance with the legal rights of keeping and maintaining children.Advertising We will write a custom critical writing sample on Evaluation of t he CYSA/TANF Program in California specifically for you for only $16.05 $11/page Learn More This effort is done to give a set of things on a scale that concentrates on family by focusing on specific issues of the community besides dealing with a range of particular things to do with children and family requirements and services offered to people residing in countries that have access to health care facilities (Worrall, 2004). Earlier, CYSA/TANF aided counties to put up key programs, which concentrated on youth related issues. In subsequent programs, countries usually arranged their CYSA/TANF funds that were allocated across most of the targeted population by involving the behaviors of pupils who skip from school without permission, youths living in specific areas, and people who are related to them (Turner, Davis, Steinberg Fain, 2003). Information from programs within the 11 counties that took part in the detail action study highlighted the various ways th at CPDS were used to ensure that CYSA/TANF goals were achieved. For instance, programs varied from establishing prevention networks to offering services such as counseling, regular checking, medical attention services, and a variety of life lessons, skills, and gradual growth services given to youths in prisons. Other counties decided to use CYSA/TANF money to fund programs in a set of scales. For instance, programs operating at the level of at-risk youths and their relatives offered services to a great multitude of customers in 2002.These programs helped about 6400 at-risk youths together with people who had relations with them (Turner, Davis, Steinberg Fain, 2003). About 8500 youths in jail institutions were also served by the CYSA/TANF. Through CYSA/TANF, developments in the whole country were recognized. For example, different approaches were deployed for dealing with youth requirements and relations to work in a more collaborative way within county agencies. To accomplish CYSA /TANF implementation, organizations changed a number of different things for instance employing new staff members who were obtained from either those who were kept pending to be employed or people from administrative personnel or training employees to concentrate CYSA/TANF.Advertising Looking for critical writing on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More Effort was also made to change the current rules and procedures to suit the focus on CYSA related goals, making slight changes to the way things are managed in the organization, and coming up with new demanding methods. Planning earlier and ensuring that programs are accomplished were prevented by few major factors, which include problems related to the implementation of a many-service-outcome model and documentation procedure. Services delivered through CYSA/TANF Program CYSA/TANF Program was formulated to deliver a number of services as discussed in the background section. From the perspective of the program analysis, the goal of evaluation is to determine whether these services were indeed delivered as proposed. Prior to the introduction of the program, some counties in California already had operational programs to aid the needy families and juveniles (Worrall, 2004). However, the program was instrumental in aiding to facilitate continuity of these programs since some were runni ng out funds. For instance, some counties deployed the funds allocated to them through the program to improve, modify, or even boost treatment services that had been formalized. Indeed, with regard to Turner, Davis, Steinberg, and Fain (2003), â€Å"large counties were more likely to use CYSA/TANF funds to substantially modify or enhance existing formal treatment services, where else small counties, which had fewer services to begin with, were more likely to add new treatment services under CYSA/TANF† (p. xiii). Therefore, the program was effective in delivering services to the needy families by virtue of the fact that the communities already identified such needs. The only challenges were funding limitations to fulfill the goals of the existing programs. Through the CYSA/TANF program, coordination services were also provided. However, it does not mean that counties, which were allocated the CYSA/TANF funds, did not have the existing coordination services. Rather, such servic es were provided externally to the counties through case management. More than 67 percent of the counties deployed the funds allocated to them via CYSA/TANF program to enhance case management service that was provided externally (Turner, Davis, Steinberg Fain, 2003). Half of the counties also spent an incredible amount in facilitation of referral together with information services relating to availing various community-essential resources. The large counties possessed higher probabilities to utilize funds allocated to them to enhance their case management services while the small counties had the highest probability of utilizing their funds to initiate new referral services together with external case management services (Turner, Davis, Steinberg Fain, 2003). After-care-services comprised an incredible class of services that counties used the CYSA/TANF funds to enhance them. Tantamount to the other cases, many of the large counties utilized their funds to expand the existing servi ces while smaller counties considered utilizing their funds to fund new services. A similar trend is also true for services dealing with skill developments within the counties. Realization of the nature of services provided and their trend of provisions based on the size of counties concerns Turner, Davis, Steinberg and Fain (2003) who claim, â€Å" we expected to find that the types of services and the intensity of services provided in a different setting along the continuum of options would vary† (p. xiii). In fact, considering the nature of services rendered through CYSA/TANF, it is evident that counties belonging to higher continuum had higher probabilities to provide more services relative to those belonging to the lower continuum. One striking difference was that of the formal treatment services because many counties focused on their provision irrespective of the county continuum. CYSA/TANF Program services delivered to juvenile halls The program was targeted at assisti ng several groups of people who were convicted for juvenile crimes. This category included youths who were regarded as at-risk youths, WIC 601, WIC 602, WIC 777, wardship, and custody. Risky youths include all youths who fail academically in effect that they live in poverty, are disabled, and or they belong to segregated minority groups (Worrall, 2004, p.472). WIC 601 involved all juveniles who are charged with offenses, which do not apply for adults, alternatively called status offenses. WIC 777 Juveniles are charged with felonies of misdemeanor. Lastly, while juveniles belonging to the class of warship constitute â€Å"youths under court supervision who are placed at some, or at a relative’s house on probation, custody refers to all juveniles under court supervision who have been sentenced from 0-12 months in juvenile camp or ranch† (Calderwood, Kitzes Ivanoff, 2012, p.16). Considering the roles played by the CYSA/TANF program to ensure that all these groups of yout hs live better lives, and are able to coexist and contribute to societal development, it is evident that the program was effective in the realization of its goals and objectives. Based on capacity, different counties offered services to different youths within their halls. In the largest counties, the halls offered services to youths in an excess of 1500. Beyond half of members of counties, which benefited from CYSA/TANF program funding to provide services to juveniles, put up juvenile halls with a capacity of holding 200 people and above in any period of time (Calderwood, Kitzes Ivanoff, 2012). The time of stay at the juvenile center ranged from five to twenty-seven days. Therefore, CYSA/TANF program was effective in ensuring that large numbers of people falling in any of described categories of juveniles acquired services across the state of California. However, it is important to note that, within California, juvenile services seeking to reform youths convicted for felony crimes did not exist prior to the creation of CYSA/TANF. Indeed, Turner, Davis, Steinberg, and Fain (2003) found, â€Å"majority of counties provided between 6 and15 CYSA/TANF services in the juvenile halls, with minority providing more than 16 services† (p. xiii). Therefore, some counties found no need of creating news juvenile halls. Rather, CYSA/TANF funds were dedicated to improving the existing facilities and services offered at the halls. Therefore, even though the funds in such situations did not go into the establishment of new juvenile hall, the funds sealed a gap that many prior established juvenile halls had been struggling to seal. Impacts of CYSA/TANF Program Services provided at the juvenile halls influenced youths in various ways. Through CYSA/TANF, many counties argued that they experienced observable changes with real impacts on the persons seeking services from the juvenile halls. In terms of collaboration, mental health program and drug abuse programs were implem ented in various counties. Such programs were instrumental in helping to provide mechanisms of reforming juveniles since substance abuse is one of the major drivers for youths to engage in felony (Grady, 2012: Randle, 2007). CYSA/TANF program also provided funds that were deployed to enhance activities that were pivotal in the achievement of other goals of juvenile service as intended by CYSA/TANF legislation. The goals included investments of the CYSA/TANF funds in teaching at-risk youths concerning mechanisms of anger management, counseling, and even educational advocacy among others. CYSA/TANF program possessed some particular outcomes that it anticipated to realize. The legislation hoped to ensure that more emphasis was placed on different counties on enhancing youth accountability besides providing services to families and various youth groups in direct ways (Worrall, 2004). At the heart of the program also rested the need to provide intervention coupled with prevention service s to at-risk youths. Persons who were charged with the implementation of CYSA/TANF program found the services offered as having the impact that was moderate in terms of achievement of the program outcomes. Turner, Davis, Steinberg and Fain (2003) support this argument by arguing, â€Å"program officers felt that the impact of their CYSA/TANF program and/or services in their county was particularly important in the areas of public safety and increasing the range of options that probation officers had in serving the youths and families† (p. xvi). CYSA/TANF also created an opportunity for departments within the juvenile rehabilitation institutions to increase the capacity of their staff to enhance better service delivery. Through the custody programs developed in various counties, CYSA/TANF aided in enhancement of a myriad of services that are accorded to first-time felony offenders coupled with their families. In fact, various chiefs in different departments, which offered cust ody services, argued that, in case CYSA/TANF was terminated, enormous changes would take place. Such changes would influence the current achievements of the program to suffer incredibly. The impacts of the CYSA/TANF can also be discussed from the paradigms of evaluating the effectiveness of the legislation in achieving its intended aims. Arguing from this perspective, Turner, Davis, Steinberg, and Fain note, â€Å"CYSA/TANF filled an important gap in funding for juvenile probation services that had been lost when the title IV-A-EA program ended in December 1995† (2003, p.xvi). Consequently, CYSA/TANF created a room for the emergence of services for benefiting youths and their families. This attempt was perhaps important in the effort to ensure that California continued with the role of ensuring that all its citizens remained productive people who can enhance the growth of the state. CYSA/TANF also had impacts of making it possible for probation to emerge as a strategy that wa s viable within various counties in terms of addressing various children on issues that influenced their developments negatively such as engagement in felony. CYSA/TANF provides a magnificent opportunity for various counties to collaborate with other counties and various service providers including local authorities within California in matters of probation. From this dimension, CYSA/TANF is crucial in sealing paramount funding gaps by changing the approach of dealing with juvenile deliquescent from monitoring and suppression, and enforcement to more friendly approaches such as therapy and or rehabilitation. CYSA/TANF also raised efforts for system-wide mechanisms of planning on measures for dealing with recurrent challenges of at-risk youths together with their families. Counties experiences with implementation of CYSA/TANF Program CYSA/TANF is one of the best available mechanisms of funding custody services. This assertion is perhaps largely true by considering counties’ ex periences with the reality of the fact that Title IV-E is not appropriate for utilization in the custody settings. Some counties also had immense challenges in the evaluation of the effectiveness of their program that were funded by CYSA/TANF (Worrall, 2004, p.474). As argued before, in many counties, the CYSA/TANF allocated to them was utilized in improving the existing rehabilitations programs for at-risk youths among other services. The funding environment also presented some challenges to various counties. For instance, according to Calderwood, Kitzes, and Ivanoff (2012), â€Å"about 1/3 of counties experienced fiscal pressure-withholding or re-appropriation of CYSA/TANF funds† (p.70). Nevertheless, some CPDS chiefs were inclined to the opinion that, in overall, the funding from CYSA/TANF was helpful. While this position shows positive experience with CYSA/TANF, issues of program complication were also eminent. For instance, the program was set for implementation in 58 co unties comprising 23 services, which were divided into four main broad categories. In every county, there was the need to implement the program in similar ways to others for it to attain its overall goals, aims, and objectives that are replicated in all counties. This was perhaps not the case. Some counties, especially the poor ones, did not have adequate knowhow on the program implementation and evaluation theories. Reference List Calderwood, D., Kitzes, E., Ivanoff, S. (2012). Summary report: evaluation of the CYSA/TANF program in California. Web. Grady, S. (2012). Civil Death is Different: An Examination of A post-Graham Challenge to Felon Disenfranchisement under the Eighth Amendment. The Journal of Criminal Law Criminology, 102(2), 441-470. Randle, J. (2007). Review of Locked Out: Felon Disenfranchisement and American Democracy. Law and Society, 41(2), 500-503. Turner, S., Davis, L., Steinberg P., Fain, T. (2003). Evaluation of the CYSA/TANF program in California: final repo rt. Santa Monica, CA: RAND. Worrall, J. (2004). Funding Collaborative Juvenile Crime Prevention Programs: Does It Make a Difference? Evaluation Review, 28(9), 471-501. This critical writing on Evaluation of the CYSA/TANF Program in California was written and submitted by user Zeke Rowe to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Informative Essay Sample on the Cold War

Informative Essay Sample on the Cold War When looking at the Cold War in general or in relation to Asia, it is important to understand that a conflict lasting a long period may go through changes, especially in cases of Cold War. This is true of the Cold War, as Hot Wars broke out other states became more powerful, and others diminished. A bipolar conflict was evident during the Cold War in two ways. First the balance of power was divided between two coalitions headed by the United States and the Soviet Union, secondly the struggle over the conflicting ideologies of Capitalism and Communism. However when looking at the Cold War in specific relation to Asia, at different points in time China became an influential player tipping the balance of power. This would suggest that there were times when the conflict in Asia assumed tripolarity. The alliance patterns in Asia were more precarious than in Europe as indicated by the collapse of the Sino-Soviet alliance but still had bipolar characteristics , at least in the first half of the conflict. After the allies victory in the Second World War the United States and the Soviet Union emerged as the unchallenged authorities in world affairs. The Cold War resulted from there ideological difference and was until 1948 primarily based in Europe. When the Cold War suddenly expanded into Asia in 1949, it was a great surprise to everyone. At the end of World War II Asia had been left in a power vacuum Japans defeat had ended a dominate empire in northeast Asia. China’s nationalist government had become weak and the Communist had grown in strength creating intense civil conflict. With the end of Second World War also came decolonisation. These events all created a volatile environment in Asia, made more unstable by the fact that each Superpower had certain positions staked out even before the war ended. The United States had done all most all of the fighting in the Pacific, as the Soviet Union had to combat a war on two fronts, it was only in the last days of the war that The So viets declared war on the Japanese. When Japan surrendered, the Soviets insisted that the quid pro quo that Roosevelt had promised at the Yalta conference remain in place. For this, reason the Soviet Union gained control of the Kurile Islands, the ports and railway in Manchuria and half of Korea. When China became Communist in 1949, for ideological reasons and in fear of American attack, the Chinese felt that if they were to incorporate themselves into anyone’s sphere of influence it should be the Soviets. This chain of events resulted in a shift in the balance of power and that the communist world had almost doubled by 1950. At the same time as the Americas realised the threat from Communism in China, conflict was also braking out in Korea on both sides of the 38th parallel. This was the first major Hot War of the Cold War era setting a precedent for how conflicts were to be fought in the years to follow. Over the next three years of fighting, the contest between the Superpowers in Asia would only expand and intensify. At the start of the war in 1950, China was drawn into the conflict when North Korean troops were pushed to their border. This resulted in the bombing of supply bases and power stations in China, drawing the Chinese in to the conflict as they now conceded the United States a direct threat to their sovereignty. This resulted in China intervention to protect its own interests and those of the communist movement in North Korea. The 400,000 Chinese troops given the title of â€Å"volunteers† to avoid an American attack on China pushed United States and United Nations troops back below th e 38th parallel. United Nations troops continued to fight for a further two years until their reached the 38th parallel. It was at this point that the United States was griped by intense paranoia concerning communism in general, and Asian communism in particular, China was now seen as a major player in the security of the Asia-Pacific . To try to combat the problem the United States operated a policy of containment. George Kennan came up with the original concept to limit Soviet expansion and Paul Nitze designed the strategy with the aim of preventing communism from increasing its grip were ever it seemed likely to spread . When Eisenhower came into office in 1953 and until the mid 1960 subsequent presidents feared that the fall to communism of any other states would result in a domino effect of other states falling to communism as well. During the Truman, administration the strategy followed was NSC-68, which was created by Nitze. It was less about containing the wide spectrum of communism and more directed towards the Soviet threat to American interests â€Å" American interests depended on the perc eption of power as well as the reality of power itself.† The Korean War prompted the application of this policy and it dealt more with the rearmament by the United States, which had major consequences in Asia. Nuclear weapons were an important element as well as building alliance and psychological warfare. It was in this way that the administration hoped to split China from the Soviet Union, however, there was no suggestion of how to exploit the rift if it should occur. In the next decade, this policy was loosely followed by subsequent administrations. The Eisenhower administration attempted to increase America’s strategic position by strengthening the containment strategy in East Asia, with the aim of weakening the Soviet position and therefore the spread of communism. This was done by forming a number of alliances with states in Asia, this multilateral agreement would bring together states in a collective packed against communist development. These alliances included the American security treaties with the Philippines and ANZUS with South Korea. In 1955 the Southeast Asia Treaty Organisation (SEATO) was established the United States, Britain, Australia, New Zealand, France, Thailand Pakistan and the Philippines agreed to act together to counter any armed attack in Asia. The SEATO was mainly aimed not at China or North Korea, but the problems in Indo-China of Vietnam were communists posed a great challenge. Vietnam was a French colony and the French had been fighting the guerrilla war there since 1946 when no agreement had been met over possible independence. From 1950 until the war ended in 1954, the United States had been sending military aid to the French. This initial involvement would grow to an increasing to a large level in the 1960s and 1970s. After eight years of fighting ultimately ending in a French defeat a truce was achieved, this was the end of French military rule in Southeast Asia. The Americans were unhappy with this new foothold for communism but powerless to act. A by-product of its increased focus on the policy of containment did however result in the later conflict in Indo-China . The American policies of containment such NSC-68 and the American security treaties in the early years of the Cold War indicate that their policies were primary directed towards either reducing the strategic position of the Soviet Unions by either increasing Americas own power or splitting Sino-Soviet relations. This would suggest that at this point the political system was still bipolar. When Moa Zedong came to power in China in 1949, declaring the Peoples Republic of China. The Soviet Union was the first to offer its support. The Soviets boycotted the United Nations in protest to the new government been unrecognised by the international community, and the two countries singed a treaty of friendship in 1950. The Soviets gave large amounts of aid the China, and Mao’s first Five-year plan (1953 to 1957) was largely based on the Soviet model. At first, the relationship went well; however, by the mid 1950s problems were beginning to emerge. The Soviets failed to play anything but a minor role in the Korean War due to their policy of peacefully coexistence with the west. At this point China began to feel that the Soviet policy was merely a sell out to imperialism and difference in interpretation of communism were been drawn. In the late 1950s the PRY was trying to develop its Nuclear defences, it was keen for the Soviets to share the technology and wanted a nuclear bomb as a prototype, however the Soviet Union refused to cooperate send a signal to Mao that China was not trusted. At the heart of this disagreement were Khrushchev’s hopes to carry out reforms in the Soviet Union, to do this he had to reduce the high cost of maintaining military confrontation with the west. By the mid 1960s relations between the Soviet Union and the PRC were so bad that all aid to China had been stopped and all advisors withdrawn. In 1962, China and India were involved in a boarder dispute and the Soviet Union declared itself neutral to the conflict, from this point onwards China and the Soviet Union took opposite stances in international issues. The impact of the Sino-Soviet split was not felt straight away in the Asia-Pacific, nor did the United States who engineered the split know how to exploit it. The collapse of the Sino-Soviet packed divided the Communist world, therefore making it less appealing to other countries. The Sino-Soviet spilt reached its pinial in the late 1960s when there was a fundamental change in the balance of power. At this point, the Cold war in Asia took a new turn as both the Soviet Union and the United States saw China as an enemy. The new status of China was indicated during the Vietnam War as the Soviet Union took the opportunity of reducing China influence by supplying arms. In the early 1960s, the problem of Vietnam returned to the Americans and the policy of containment and concerns about the growth of communism. In 1961 the American Vice-President Johnson visited Vietnam, he came to the conclusion that if America did not â€Å"attempt to meet the challenge of Communist expansion now in Southeast Asia by a major effort in support of the forces of freedom† then it had to be done at that moment with strong force. This Action was taken and by 1963, there were 15,000 American advisers in Vietnam. The Vietnam was considered a disaster for the United States and even resulted in the United States decline. The United States failed to take advantage of the Sino-Soviet rift, even though the conflict itself pushed the two even further apart. By 1965, the United States was asking the Soviet Union to use it weight in the area and by 1966, an understanding was reached with China on how to limit the wars escalation into a Sino-American one. By the end of the w ar, the strategic purpose was lost as America aligned with China and pursued dÐ ¹tente with The Soviet Union. At the end of the Vietnam War China was recognised by both America and the Soviet Union as a strong force in Asia. At this point, the established bipolar character of containment in Asia had run its course. China had emerged as a separate centre of power this can be traced back to the Korean War when China challenged both major powers Superpowers. The United State on the battlefield and the Soviet Union on its policy, this carried on until the late 1960s with China continuing to challenge both Superpowers. During the 1970s and 1980s the Cold War in Asia did take the characterises of tripolarity but, the United States and the Soviet Union remained the central Superpowers and their allies remained in place. China was recognised as a â€Å"complicating factor† in the Soviet-American relationship and as China was militarily and economically lagged behind the two Superpowers true tripolarity was never reached. You can order a custom essay, term paper, research paper, thesis or dissertation on Cold War topics from our professional custom essay writing service which provides students with high-quality custom written papers at an affordable cost.