Family Communication Assignment Example | Topics and Well Written Essays - 250 words

Family Communication - Assignment Example Second level is associated which implies that the relatives are encountering some closeness with feeling of having a place and dedication. Thirdly, attachment is a kind of relationship which includes relatives are making progress toward passionate closeness, reliability, and fellowship with the accentuation on some distinction. Enmeshed is the last degree of family correspondence which implies that the relatives are extremely close, faithful, and ward and there is practically no distinction (Kathleen M. Galvin, 2012). My mother and father have been having a decent connection among themselves and furthermore with different family members. One day Mr. James my siblings educator returned home and revealed that my sibling Vin was not going to classes and had was in every case late in school. My mom uncovered this data to father implying that she had great self-divulgence qualities. Also, my mom addressed my sibling with respect to the issue while we were taking dinner. She disclosed to my sibling that instruction was significant and it characterized ones future. This shows my mom has great listening aptitudes. To demonstrate that my sibling was a decent a decent audience, he took a gander at my mother. He reacted to my mother’s directions by gesturing his head which is a positive criticism for somebody with great listening abilities. Since this day my sibling has never missed

There is no set topic Essay Example | Topics and Well Written Essays - 500 words - 1

There is no set subject - Essay Example Goodman Brown’s choice to go to the woods and meet with the fallen angel is, from one viewpoint, enchanted and, then again, bold. The significant worry of the man isn't simply the reality of meeting, yet the idea of how others would consider him after that. Strict convictions of Goodman Brown are fascinating from mental point of view, since this confidence depends on his conviction that individuals around him are additionally strict. Shockingly, protagonist’s confidence is excessively powerless and can be effectively impacted by others. In this manner, when a man becomes acquainted with that his nearby individuals like dad, spouse, granddad, Goody Cloyse, Deacon Gookin, the clergyman are in kinship with fallen angel, he decides to join the larger part also. Individuals who joined fallen angel used to be devout and regarded in their town. In this way, Goodman Brown doesn't address legitimacy of his choice concerning strict and confidence matters. The hero just does likew ise as everybody he knows well. Being intrinsically debased Goodman Brown is bound to lose his guiltlessness, which is an image of offense from the God’s world into the universe of fiend. From the earliest starting point it was Goodman Brown’s decision to go to the woods and meet with the fallen angel. Nobody advises him to do as such. Such a request for occasions is extremely advantageous to the demon and he even encourages Goodman Brown in his choice.

Understanding Vygotskys Social Development Theory

Understanding Vygotsky’s Social Development Theory Man is a social being. This basically means that he is unable to survive and thrive on his own, because it is in his makeup and nature to be with others â€" to interact with them, connect with them, and even develop relationships. This nature of his is what leads him to seek a sense of belonging, and partake of society.Aristotle even quoted, “Man is by nature a social animal,” and that “society is something that precedes the individual.” The implication behind his words is that, anyone who is unable to naturally act socially is not human. This has been interpreted in several ways, and one of these interpretations equate humanity to the need to connect and interact with others in a social setting.Several other notable thinkers came forward even long after the Greek philosopher had passed on, each with their own theories on human development and how the social factor figures into it. Their social learning theories have become the foundation of several disciplines and fields of study in psychology.One of the most oft-discussed fields is cognitive development, which refers to the development of a person from infancy and childhood, through adolescence and adulthood, in terms of his thought processes, problem-solving, and decision-making. © Shutterstock.com | Rawpixel.comOne of these thinkers was Russian psychologist Lev Vygotsky, whose major contributions were his theories on social learning and how it impacts the development of a child. His thoughts and ideas on the subject were embodied in what is now known as the Social Development Theory.THE SOCIAL DEVELOPMENT THEORYVygotsky’s name may not be as recognizable as, say, Piaget, Pavlov and Freud, who were his peers when he developed his theory, but ask anyone studying psychology and they are bound to know who he is. He may have died at the relatively young age of 37 in 1934, and it may have taken around 4 decades before his ideas were formally introduced and incorporated in psychology curricula across universities in the Western world, but they have since become integral to the study of psychology, particularly in the field of educational and early childhood psychology.Among his contemporaries, the one whose theories were scrutinized closely in comparison with Vyg otsky’s was Jean Piaget, a Swiss child psychologist that came up with his Theory of Cognitive Development. We will try to point out the differences between these two psychologists’ works as we move on with the discussion.Vygotsky’s Social Development Theory, or SDT, introduced two major principles:Cognitive development is limited up to a certain extent or within a certain range, at any given age of the individual; andAn individual’s full cognitive development requires social interaction.These principles are encapsulated in three theories or themes: Social Interaction, The More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD).I. Social InteractionKey concept #1 Social interaction plays a central role in cognitive development.It is ingrained in every individual, even as a child, to seek meaning in everything. Curiosity sets in early on during childhood, and you probably noticed how, even from a very young age, a person starts asking questions. He will be lo oking around, wide-eyed, wonder and interest in his observant eyes. It is safe to say that the individual has started the process of looking for or “making meaning”. And, in order to find or make that meaning, he has to look around him, be involved, and play an active role on the “road to discovery”.Cognitive â€" and human â€" development, according to Vygotsky, is a result of a “dynamic” interaction between the individual and the society. This dynamic relationship denotes a relationship of mutuality between the two. Just as society has an impact on the individual, the individual also has an impact on society.Children are unable to learn and develop if they are removed from society, or are forbidden to interact with it. Take a look at the typical development of a child: his first teachers were his parents, who taught him his first words and guided him as he took his first steps, or as he went “potty”. On play dates, he learned how to play with other kids his age, and slowly built a bond with one or two kids that he ended up being the closest to.On the first day of school, he met his teacher, and several other teachers in the following years. The process of learning also required him to work closely with other people besides his teachers, such as older students and classmates.Through these social learning experiences, he was able to gradually develop and grow. And that brings us to the next concept of the Social Interaction. Key concept #2 Social learning precedes development.Vygotsky claims that a child will not be able to develop unless he undergoes or experiences social learning first. He identified two areas, or levels, where the functions in a child’s cultural development, appear in:Social level, or interpsychological. The functions first appear between individuals first. This is where the person will have to interact, connect and reach out to other people. This is the level where social learning takes place.Individual level, or intrapsyc hological. This is the area within the child or the individual. Once he has passed the social level, where he acquired social learnings, the functions will appear a second time and, this time, more developed and thus, leading to cognitive development.To put it plainly, without learning, there is no way that that individual will be able to function and become fully developed.However, that does not mean that people are born with absolutely zero abilities. Vygotsky is quick to point out that everyone is born with basic or elementary functions or abilities that will get them started on the road to their intellectual development.The elementary mental functions include those that come by naturally with birth and growth, without influence by an external stimulus. In other words, these capacities are not learned, involuntary, and often do not really require any thought on the part of the individual. Vygotsky even went so far as saying that most of these elementary mental functions are acqui red by a child through geneticsExamples of elementary or lower mental functions (LMFs) are:Sensation. A child does not need to be taught that something is hot, cold, sweet, or bitter. His senses are will automatically deliver those messages to his brain, so he can react accordingly.Hunger. There are bodily processes that are beyond a person’s control, and one of them is hunger. When an infant is hungry, he is hungry, and so he will show it by crying or acting restless. He does not need to be told that he is hungry since his body will manifest the fact.Memory. To be more specific, natural or unmediated memory. Young children are able to immediately commit things to memory in a natural manner. A baby will instantly recognize the sound of his mother’s voice, or the taste of baby food. But that’s it. He won’t necessarily be able to associate â€" or subsequently recognize any association â€" the sound of his mother’s voice to those times that she sung him a lullaby to sleep, an d he isn’t likely to identify that baby food to be the one that he really likes to eat.As the child grows older, and as his social learning increased through more social interactions, his elementary mental functions evolved into his “higher mental functions” or HMF. Unlike elementary mental functions, they are stimulated. They are taught, and they are learned in social settings or environments, and they often come with social meanings.The given examples include:Language. As a child develops, so does his capacity for languages. The need to communicate to people around him â€" whether to express his discontent about something or to inform his parents that he is hungry or he has to go potty â€" will spur the need to learn languages. As he grows older and undergoes a multitude of other social processes, language learning will also advance, as well as his thought processes.Memory. This refers to what comes after the child has gone past the natural memory stage. This time, his memor y can be cultivated and controlled, and he now has access to memory aids and tools. He is now able to make the relevant associations, and he can pick the things that he deems must be memorized, using these tools. Examples of these so-called tools of intellectual adaptation, or tools that allow children to use their elementary mental functions more effectively, include mind maps, memory mnemonics, note-taking, and other visual cues and aids.Voluntary attention. You may have heard toddlers and small children being described as having short attention span. That is because, at that age, their thought processes aren’t stable enough to sustain concentration on one particular object or thought. Sure, they can focus on one thing at one time, but they won’t really know what to do with that ability, and so they turn on to something else. Social learnings will arm the child with the ability of focus and concentration, and the ability to figure out what to do with it. He gets to decide whic h objects, actions or thoughts to focus on. Full cognitive development means that, eventually, he will be capable of selective or focused attention and shared or divided attention, and sustain it.Perception. Through sensing, a child is able to recognize a sensory stimuli… but it ends there. His lack of perception skills will render him unable to interpret the meaning or significance behind it. Social interactions help the child’s level of perception, increasing his awareness and capacity to understand why things are as they are.The learning that Vygotsky referred to does not point to a specific type or standard, because he also acknowledged how cultural differences can cause variability when it comes to learning and how culture, in general, is influential and powerful in shaping or molding one’s cognition.Key concept #3 Language accelerates cognitive development.It is a given that language is very important in any social interaction, since it is the primary medium of communica tion in any social setting. But that is not the only reason why language plays a very important role in an individual’s cognitive development.First, let us take a look at the three stages of speech development, according to Vygotsky.Stage 1 â€" Social or External SpeechThis covers the preverbal stage, usually under the age of three, when the child is still unable to transcribe his thoughts in complete thought messages. His thoughts are pretty simple, and his emotions basic, and there is no intellectual or thinking exercise involved.However, despite that, he still wants to be able to control others’ behaviors. Therefore, he makes use of his limited speech to express simple thoughts of hunger, pleasure, displeasure, satisfaction and dissatisfaction through crying, laughing, shouting, and gurgling. As he advances in age, he will start to use what we call “baby-speak”, with phrases such as “Want milk” and “Go potty”.Stage 2 â€" Egocentric Speech If, in the first stage, t he purpose of the child’s speech is to control the behavior of other people, the egocentric speech in the second stage is spoken as a way for the child to direct his own behavior.This is usually demonstrated between the ages of 3 and 7, when the child starts to enunciate words more clearly and form more complete sentences, with more sense or thought. They practice this by talking out loud to themselves. It is actually normal behavior for them at this stage to do things, even the simple act of playing with a train set, with a running commentary of every little thing that they are doing.Stage 3 â€" Inner SpeechThe final speech development stage takes place once the child becomes older and starts growing toward adulthood, and he is able to use it to direct both his thinking and the resulting behavior or action. This does not require his thoughts to be voiced out loud, with all thinking processes done in his head. He can do mental calculations in his head, analyze a situation from all angles without saying a single word, and form an opinion without verbalizing his arguments.It is during this stage that the individual is now able to engage in all the other higher mental functions.Language involves speech â€" both its expression and comprehension. The two-way nature of communication requires that the language must be expressed or delivered, and it must also be understood. When expressed differently, or even erroneously, the recipient will receive a different meaning.This essentially means that language can dictate the way people look at things, and how they process information. It is powerful enough to have an impact on the rate or speed of cognitive development, given how it is connected or related to the other cognitive functions. For example, language can affect how a person perceives something. A country with a culture that recognizes only the primary colors and are unaware of the color called “champagne” is likely to perceive the hue as simply “a shade of pink”.In the same manner that an individual is more motivated to memorize something that is in a language he understands, and ignore one that is expressed in a language that is completely foreign to him.Learn about the benefits of a bilangual brain in the following video. Key concept #4 Self-initiated discovery and collaborative dialogue aid in a child’s cognitive development.According to Jean Piaget, the inherent curiosity of young children pushes them to be actively involved in their learning, and motivate them to discover and explore new things by themselves. They are the ones to actively initiate the discovery and development process. For Piaget, this is self-initiated and hands-on approach in discovery learning is the best way for children to learn.Vygotsky agrees mostly with Piaget, except for the last part. He postulated that the social and cultural settings that children’s activities take place in requires social interaction and communication, and that the children learn best through these social interactions. They acquire knowledge and hone skills through these interactions, as well as the culture surrounding them, and these ultimately shape their cognition.Through the concept of “cooperative or collaborative dialogue”, a child may learn his first words, the alphabet, his first nursery rhyme and how to count from 1 to 10 from his parents. As he grows older, he will be interacting with tutors and teachers, who are likely to provide verbal instructions and model or demonstrate behavior that will, consequently, guide him.II. The More Knowledgeable Other (MKO)Meet the MKO, a person with a better understanding and considerably higher or superior level of ability, skill or knowledge about a particular subject, task or process, than the person who is attempting to learn (also called the learner).It is common sense, really. Why would you seek to learn from someone who knows less than you?The MKO often comes in the person of a teacher, a superior at work, or a peer with more experience. There are instances when he could be someone younger, but with more cultivated knowledge and skill.   In this digital age, the MKO may even be a computer or any intelligent machine. In the eyes of a child, adults are the MKOs.Take, for example, a father and his little boy headed to their backyard to play catch. He happens to know how to play baseball, and he plans to teach his boy the basics while he is still young. In this case, the MKO is the father, by virtue of his adult status and his knowledge and skills in the sport.Twenty years later, the son is now a professional baseball player, and his father has just retired. Before a major game, the son hands his father the latest, most advanced camcorder model, so he can film the game from his VIP seat. He sits down with his father and teaches him how to operate the camcorder. This time, the MKO is the son, since he is more knowledgeable about the device.To prepare for the game, the son had to l eave, but before doing so, he downloaded an app on his father’s cell phone that will guide him further on how to work the camcorder. The father was then left exploring the features of the camcorder, using the voice prompts from the app on his phone. The MKO is now the electronic device, his cell phone.While learning and discovery that is self-initiated is effective, learning becomes more productive and contributory to cognitive development when acquired from an MKO.The concept of the MKO is seen to always go together with his other concept, that of the Zone of Proximal Development.III. The Zone of Proximal Development (ZPD)Imagine a circle divided into three rings. The inner circle or ring represents what the child already knows, while the third, outermost circle or rings represents what he still does not know. Or we could use the inner circle to include those that the child can achieve or discover on his own. The outermost circle or ring includes those that he cannot achieve or d iscover independently, but can only do so with the help or guidance of someone who is more skilled or knowledgeable.What about the second, or middle circle?That gap, or that empty area between the inner and outer circles, is the Zone of Proximal Development. That is where the learning will take place.Vygotsky said that the ZPD is where the child will be given the most sensitive instruction or guidance, coupled with a lot of encouragement, from the MKO. Take note that the words used were “instruction” and “guidance”, as opposed to outright “full assistance”. This is because the MKO will provide just the right amount of guidance, and then allow the child to learn and develop his skills. By letting him do it independently, the MKO will help the child develop his higher mental functions faster, thereby speeding up cognition.Let us go back to the father and son example. The first few times, the father taught his son how to catch and throw the ball, holding his hand, teaching how to grip, pull back, and throw. After showing how it’s done several times, he will step back and let his son do it on his own. From time to time, he will give pointers and corrections but, for the most part, he let his son practice on his own.He did the same thing when teaching the other skills. Soon, the son learned how to figure things out on his own, so he starts practicing how to play ball by himself, not asking for help from his father unless absolutely necessary.When the son gave his father the camcorder, he showed him how to turn it on, and what buttons to push to record, zoom in, zoom out, pause, and other key features. Then he handed it over to his father, who practiced what he was just taught.Learning in the ZPD, as mentioned earlier, is facilitated with the help of an MKO, which is precisely why we said that these two often go together. The learning process, in itself, is a social interaction, which could be done directly or indirectly (with the use of technology, pe rhaps), between the learner and the MKO, who can be a teacher, professor, coach, mentor, or any older adult, or a peer or even someone younger, who happens to be more skillful, experienced, or knowledgeable in the area, subject or discipline that is being learned.CONCLUSIONWith so many psychological school of thoughts on cognitive development introduced, it came as no surprise that some concepts in Vygotsky’s Social Development Theory are being questioned. Still, no one can deny the influence of his theories, and how they are widely accepted and applied in the field of education, particularly early childhood education.

The New Class Of Anti Diabetic Drugs - 2008 Words

Abstract Glitazones are the new class of anti-diabetic drugs that are the first to be able to manage glycaemia goals. Troglitazone was first approved for the market in 1997, but it was withdrawn from the market by 2000. After the withdrawal of troglitazone, rosiglitazone and pioglitazone were introduced in 1999 as potentially safer alternatives. However, currently rosiglitazone is under black box warning for increased risk of cardiovascular disease and pioglitazone is in a nutshell as the drug required more investigation. In this review, the potential ability to predict the adverse drug reactions (ADRs) are examined. If it is possible to predict ADRs, should it be done in the future. Introduction Millions of people worldwide are affected due to diabetes, 90% of them having type 2 diabetes mellitus (non-insulin dependent). Since 1921, drug therapy has been improved minutely and in 1950s the antidiabetic sulphonamides and biguanides has been introduced. Therefore, the arrival of â€Å"glitazone† or thiazolidinediones is an important event (14). Thiazolidinediones are being developed for the treatment of type 2 diabetes mellitus and insulin resistance. Thiazolidinediones binds and activate the peroxisome proliferator-activated receptor ÃŽ ³ (PPAR), a nuclear receptor that regulates the several genes which are involved in metabolism. The PPAR ÃŽ ³ controls lipid storage, insulin sensitization and adipocyte differentiation. Besides the metabolic activities, thiazolidinediones also haveShow MoreRelatedThe Problem And Its Background Essay1123 Words   |  5 PagesInsulin therapy has some disadvantages such as ineffectiveness following oral administration, short shelf life, of the need for constant refrigeration, and fatal hypoglycaemia, in the event of excess dosage. 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Study on Indian Government Debts and Deficits and Its...

[pic] Study on government deficits and debts in India. How do government debt-deficit sustainability issues hinder India’s growth Abstract Emerging nation India has high hopes of becoming a developed nation. In recent time Indian economy is considered as the fastest growing economy hence there are certain drawbacks such as the government deficits, debts which hinder India from achieving their goal. Development of nation is based on several factors and its more important for every nation to encourage changes, although metamorphic changes have been brought about in the Indian economy every now and then which has seen India emerging as one of the fastest growing countries in the world but on the other hand one of the most embarrassing†¦show more content†¦There are various types of debts which companies consider to finance its projects and operations. These may be secured or insecure debts, further categorised into public and private debts. A basic loan is the simplest form of debt. 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COCEPTUAL ANALYSIS †¢ Indian banking system †¢ The problem of non performing assets †¢ Reasons for turning an asset in NPA †¢ Trend in NPAs 34 – 52 7. FINDINGS AND CONCLUSIONS †¢ Impact of NPAs †¢ Difficulties with NPA †¢ Key structural changes †¢ Reporting format of

Love An Inexpressible and Indescribable Feeling Free Essays

Love is an indescribable and inexpressible feeling. It can affect a person to the point of recklessness. Once a soul has realized its counterpart in another, the effects can cause one to surrender themselves completely. We will write a custom essay sample on Love: An Inexpressible and Indescribable Feeling or any similar topic only for you Order Now Judgment becomes clouded and rationality no longer exists. In the end, all that remains is pure, indefinable emotion. This emotion is what fuels the person. Love is why almost everybody on Earth looks forward to tomorrow. Those who lack it will try to look for it. Those who have it, will work themselves to the bone Just for the ones they love. It is the best possible feeling Christopher Final Essay Love is an inexpressible and indescribable feeling. It can affect a person to the point of recklessness. Once a soul has recognized its counterpart in another, the effects can cause one to surrender themselves completely. Judgment becomes clouded and rationality no longer exists. In the end, all that remains is pure, indefinable emotion. This indefinable emotion is what fuels the person. Love is the reason why almost everybody on Earth looks forward to tomorrow. Those who do not have it, tries to look for it. Those who have it, will work themselves to the bone Just for the ones they love. It is the best possible feeling one could ever feel. While love seems like a splendid thing, it also has its flaws. The most well-known negative thing that comes along with love is Jealousy. Jealousy is a special form of emotive Kim k unemotional anxiety, which occurs due to the lack of a sense of security in relation to the one who is loved. The Jealousy directed to a third party, I. E. , the competitor who is perceived as the rival for the affection of the person who is loved. Jealousy is n emotion having components of both anger and fear commonly found in children. It originates from the lack of a sense of security for the affections of one who is loved and more attended to. The play, A Midnight Summer’s Dream is about several couples in love and the problems that cause relationships to crumble like dominoes, one after another. Shakespeare is mainly focusing on the crazy things that people do when they are in love. People tend to break the shackles of normalcy and common sense and do things for their own madness. In the play, A Midnight Summer’s Dream, Shakespeare uses the shifting of the peoples’ personalities to emphasize what love could do to people. As a person falls deeper in love, he or she becomes blind to things that happen around them and could care less about anything else except their own love affairs. Shakespeare portrays this in A Midsummer Night’s Dream when Helena accuses Demerits of killing Lessened and asks him if he has killed Lessened. The shift in her personality reveals the interference of love since she starts blaming others groundlessly. Shakespeare uses this to show how people react to problems hat involve love and how foolish their actions are. Another major problem caused by love is rivalry and how easily friendship can be crumbled when it comes to the issue of love. When Hermit enters the scene while Demerits and Lessened are with Helena, Hermit blindly enters and is questioned by Helena because Demerits and Lessened both originally liked Hermit. Therefore, she thinks it is a trick and they are when her close friend is involved. Thus, Helena starts the argument which causes her friendship with Hermit to crumble. Shakespeare is clearly showing the message of owe the common nature of people causes them to make rash decisions and change personalities because of love. People in love will see the world in a different perspective, they become so obsessed with their love to the extent that their world revolves around the person they love. This type of love can cause trouble, especially when deep and intense. This is seen almost every day in real life. For example, heartbroken girlfriends throwing pots down the window and locking their boyfriends out is the first image that comes to mind when thinking of Jealousy. How to cite Love: An Inexpressible and Indescribable Feeling, Papers

Moment of Discovery Essay Example For Students

Moment of Discovery Essay The high-pitched sound of a horn beeping in the driveway caught my attention. I looked up and sprinted to the window. Peering through the window, I heard Michaelas mother shout from downstairs, Jeana! Your mothers here!   Quickly, I gathered my scattered belongings, shoved them into my bag, said my goodbyes, and slammed the door behind me. I scampered down the stairs rapidly, knowing my mother was in a hurry. When I finally reached the car, I was struggling to catch my breath. I opened the door and plopped down on the seat, tossing my bag in the back seat. Immediately, the car began moving backward. I buckled my seatbelt and tried to get comfortable. After a few moments passed, my mother spoke up and asked, What did you do today?   OH!   I replied in excitement, We went swimming, and played a couple of games. It was a lot of fun. How was your day?   Well,   my mother responded with a pause, Do you remember when your cousin Jenny went through chemotherapy for her Non-Hodgkins Lymphoma seven years ago?   I sat there with no answer, and suddenly began to recall way back when I was seven years old. Memories came racing back into my mind. I remember going to the hospital to visit her, and my parents telling me she was very, very sick. They told me we had to be extremely careful not to bring germs into her room. Her once luscious, long, dark brown hair was gone. She looked exhausted, like she could give up at any moment, but she didnt. Cords were hooked all over her body supplying medicine to make her better. She was dressed in a hospital gown, which was not the most flattering thing in the world, but somehow she still looked beautiful. She was smiling through it all, showing everyone around her that she was strong enough to beat cancer. Although, we all knew deep, down inside, that this was the hardest experience she has ever gone through. It was not just going to go away over night like the common cold or flu. She had to fight for her life to overcome this disease, and she did, at least so I thought. Yes,   I answered, no longer with excitement knowing something was terribly wrong. The doctors told us that the tumors stopped growing and were no longer malignant. But, this time the cancer came back stronger, and progressing faster than before. The only option she has is to have a stem cell transplant, which will hopefully cure her. Because of this, she will have to stay in the hospital for a month while she undergoes extensive chemotherapy in order to prepare for the stem cell transplant.   Why does she have to get ready for the stem cell transplant? How come they cant just do it now?   I questioned. They need to lower her immune system down to basically nothing before they do the transplant, so her body doesnt fight the transplant off. This is very dangerous because she can easily pick up other infections. But, all we can do is hope and pray for the best.   I sat in the car in silence, taking all of this in. I looked out the window trying to avoid eye contact with my mother; I knew she was crying and I felt as if I would begin at any moment. I didnt understand why bad things happen to such kind-hearted, loving people. This car ride changed my mood from upbeat and carefree to sad and confused. We didnt know how this treatment would react with her body, and for all we knew it could lead to death. .u5a7623cb13a958ce6ff24679e705d6a3 , .u5a7623cb13a958ce6ff24679e705d6a3 .postImageUrl , .u5a7623cb13a958ce6ff24679e705d6a3 .centered-text-area { min-height: 80px; position: relative; } .u5a7623cb13a958ce6ff24679e705d6a3 , .u5a7623cb13a958ce6ff24679e705d6a3:hover , .u5a7623cb13a958ce6ff24679e705d6a3:visited , .u5a7623cb13a958ce6ff24679e705d6a3:active { border:0!important; } .u5a7623cb13a958ce6ff24679e705d6a3 .clearfix:after { content: ""; display: table; clear: both; } .u5a7623cb13a958ce6ff24679e705d6a3 { 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; } .u5a7623cb13a958ce6ff24679e705d6a3:active , .u5a7623cb13a958ce6ff24679e705d6a3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5a7623cb13a958ce6ff24679e705d6a3 .centered-text-area { width: 100%; position: relative ; } .u5a7623cb13a958ce6ff24679e705d6a3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5a7623cb13a958ce6ff24679e705d6a3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5a7623cb13a958ce6ff24679e705d6a3 .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; } .u5a7623cb13a958ce6ff24679e705d6a3:hover .ctaButton { background-color: #34495E!important; } .u5a7623cb13a958ce6ff24679e705d6a3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5a7623cb13a958ce6ff24679e705d6a3 .u5a7623cb13a958ce6ff24679e705d6a3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5a7623cb13a958ce6ff24679e705d6a3:after { content: ""; display: block; clear: both; } READ: Rosa parks EssayThis car ride could not be over fast enough. I just wanted to be in my bed, escaping from the world for a bit, while I sorted things out in my head. My cousin, Jenny, is by far one of the biggest role models in my life. She fought cancer off, not once, but twice. When I was seven years old, I didnt exactly understand how cancer would change her life. I didnt know it could come back again, even stronger than the first time. I thought once it was gone, it would always be gone. Cancer has brought my family closer together; we didnt understand how much we needed each other until adversity struck. We learned to take one day at a time and not rush things. Being positive through all this commotion made me into a stronger person. We learned to laugh through the hard times and never take a moment together for granted. Tears watered our frowns blooming forth smiles and drowned our sobs, bringing forth laughter. We were each others support group, always there when one of us was down. This experience has made me into the person I am today. I learned to appreciate little moments with loved ones, and never take a person for granted because you never know when reality will hit.