Sample Grad School Recommendation Letter by a Professor

Successful graduate school applications are accompanied by several, usually three, recommendation letters. Most of your graduate admissions letters will be written by your professors. The best letters are written by professors who know you well and can relay your strengths and promise for graduate study. Below is an example of a helpful recommendation letter for admission to graduate school. What Effective Recommendation Letters Should Include An explanation of the context in which the student is known (classroom, advisee, research, etc.)The evaluationData to support the evaluation. Why is the student a good bet? What indicates that he or she will be a competent graduate student and, eventually, professional? A letter that does not provide details to support statements about the candidate is not helpful. What to Write Below is a template to help you organize your ideas as you compose a students letter of recommendation. Section headers/explanations are in bold (dont include these in your letter). Attention: Admissions Committee [if a specific contact is provided, address as indicated] Introduction: I am writing to you in support of [Student Full Name] and [his/her] desire to attend [University Name] for the [Program Title] program. Though many students ask me to make this request on their behalf, I only recommend students whom I feel are well-suited for the program of their choice. [Student Full Name] is one of those students. I highly [recommend, recommend without hesitation; as appropriate]  [he/she] be given the opportunity to attend your university. The Context in Which You Know the Student: As Professor of Biology at University Name, for X years,  I have encountered many students in my classroom and lab [edit as appropriate]. Only a small handful of outstanding students offer a unique perspective and really embrace their learning of the subject matter. [Student Name] has consistently shown promise and commitment, as indicated below. I first met StudentName in my [Course Title] course during the [Season and Year] semester. Compared to the class average of [Class Average], [Mr./Ms. Last Name] earned a [Grade] in the class. [Mr./Ms. Last Name] was evaluated on [explain basis for grades, e.g., exams, papers, etc.], in which [he/she] performed exceptionally well. Illustrate the Students Competencies: Though StudentName has consistently exceeded in all areas of [his/her] coursework, the best example of [his/her] promise is indicated in a [paper/presentation/project/etc.] on [works title]. The work clearly showed [his/her] ability to deliver a clear, concise and well-thought presentation with a new perspective by demonstrating.... [embellish here]. [Provide additional examples, as appropriate. Examples that illustrate research skills and ​interests, as well as ways in which you have worked closely with the student are particularly useful. This section is the most important part of your letter. What can your student contribute to the graduate program and professors with whom she may work? Why is she exceptional - with support?] Closing: StudentName continues to impress me with [his/her] knowledge, skill and dedication to [his/her] work. I’m sure you will find [him/her] to be a highly motivated, competent, and committed student who will grow into a successful professional [edit as appropriate- indicate why]. In closing, I highly recommend [recommend without reservation; highest recommendation; add as appropriate] Student Full Name for admission to the [Graduate Program] at [University]. Please feel free to contact me if you require further information. Sincerely, [Professors Name][Professors Title][University][Contact information] Recommendation letters are written with a specific student in mind. There is no generic grad school recommendation letter. Consider the above as a guide as to the sort of information to include as you write recommendation letters but tailor the content, organization, and tone for the particular student at hand.

Soviet Crimes During The Second World War - 1970 Words

Soviet Crimes During the Second World War Nazi Germany and Stalinist Russia both were totalitarian killers and criminals of genocide. There is much more evidence regarding the Nazi crimes than Soviet ones and about those who conceived and ordered the crimes, those who carried them out, and those who suffered and died as a consequence. But a conclusion of both systems Stalinist and Nazi were genocidal by their ideology that led them to use the mass killing of groups of their own citizens (and others) as a way to accomplish the impossible future that they dreamed of. Stalin, Beria (Chief of NKVD) and their lieutenants were never persecuted or convicted in any trial, but they were found guilty of war crimes and crimes against humanity in†¦show more content†¦Count 1, Conspiracy, was defined as a common plan or conspiracy to commit the crimes indicated in categories two, three, and four. Count 2, Crimes Against Peace, was defined as participation in the planning and waging of a war of aggression in violation of numerous international treaties, war crimes. Count 3, which defined as violations of the internationally agreed upon rules for waging war and crimes against humanity. Count 4, which was defined as murder, extermination, enslavement, deportation, and other inhumane acts committed against any civilian population, before or during the war. Despite of the non-aggression pact that was signed between the Soviet Union and Poland in Moscow on July 25th 1932 and was extended 10 years on May 5th 1934, it didn’t stop The Soviet Union from waging aggressive war on the sovereign Poland State on September 17th 1939, after a secret agreement of the Molotov-Ribbentrop Pact that proposed the conspiracy of partition Poland between the Germans and the Soviets to be annexed. The aggression on Poland was a squeezed attack with Nazis attacking from the west on September 1, and seventeen days later the Red Army attacked those retreated troops from the back through the east of Poland border. The Katyn massacre that was initiated in March of 1940 byShow MoreRelatedRemembering The Road Of World War Two : Analyzing The Collective Memory Of A Historical Event1738 Words   |  7 Pagescollective memory of a certain historical event in a particular place. Patrick Finney’s Remembering the Road to World War Two: International History, National Identity, Collective Memory examines seven countries, the Soviet Union, Germany, Italy, France, Great Britain, the United States of America and Japan and how their civilians and historians collectively remember the beginning of the Second World War. 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General Anthropology A Study of Humanity Free Essays

General Anthropology Anthropology – study of humanity; humans and cultures 4 Sub-Fields 1. Socio-Cultural – focuses on living human cultures, global patterns of belief and behavior found in modern and historical cultures, participant observation a. Influenced behaviors, customs, traditions, beliefs b. We will write a custom essay sample on General Anthropology: A Study of Humanity or any similar topic only for you Order Now Non-biological of adaptation to the human environment, social and natural 2. Anthropological Linguistics – description and study of structure and history of language and relationship to culture, study of human speech and language 3. Archaeology – study of material culture of past human life and activities c. Cultural history/ chronology d. Life ways e. Processes 4. Study of humans as animals – evolutionary theory and genetics, physical and biological Anthropology is holistic * Culture Integrated system * Biological, Ecological, Social * Bio-Cultural Approach feedback loop between culture and environment * NON-ETHNOCENTRIC (more than one way to view the world) Humans are distinct: Animals, Mammals, Primates, Problem solvers, Bipedal locomotion (walk on 2 feet), Opposable thumbs, stereoscopic vision, large brain, reproduction (no estrus cycle), and culture Chapter 1 Vocabulary Hominins – term for members of the evolutionary group including humans and extinct bipedal relatives Bipedal – walks on two feet / legs Primates – members of the order of mammals Bio-cultural evolution – evolution of human biology and culture, both further influences one another, leads to understanding human evolution Ethnographies – detailed descriptive studies of human societies Paleoanthropology – study of disease and injury in human skeletal Anthropometry – measurement of human body parts DNA – double-stranded molecule that contains genetic code Osteology – study of skeletal material Primatology – study of biology and behavior of nonhuman primates Continuum – set of relationships in which all components fall along a single integrated spectrum (humans are a product of the same force that produced all life on earth) Empirical – relying on experiment or observation Cultural Relativism – cultures have merits or worth within their own historical and environmental contexts Important Names Alfred Wallace f. On the Tendency of Varieties to Depart Indefinitely from the Original Type (1858) g. The best adapted survived; the less well adapted perished Charles Darwin a. On the Origin of Species. (1859) b. Concept of Natural Selection c. Evolution d. isHisTheory * All species offspring ? food supply * Variation, some more favorable * Struggle for existence * Variations next generation * Successful variations diff. results in next species Charles Lyell a. Uniformitarianism Cuvier a. Catastrophism Gregor Mendel a. Worked in the monastery’s garden * Experimented with fertilization of flowers (new color variations) * Fascinated by â€Å"the regularity with which the same hybrid forms always reappeared when fertilization took place between the same species. b. Mendel’s experiments * Determine the number of different forms of hybrids * Arrange them according to generations * Attempt to evaluate the statistical relationships c. Common Garden Pea * Seed shape, seed color, flower color, pod shape, pod color, flower position, stem height d. Law of Segregation * Discrete units of genetic information are passed from one generation to the next e . Different physical expressions because some traits were dominant over others * Dominant Trait i. Visible or Measurable ii. Prevents the appearance of the recessive trait iii. Round is dominant * Recessive Trait iv. Not visible or measurable when paired with the dominant allele v. Only visible or measurable when dominant allele is absent Gould and Eldredge a. Punctuated equilibrium: the tempo and mode of evolution reconsidered Lamarck a. Theory of Acquired Characteristics Linnaeus a. Adherent to great chain of being b. Developed system of classification * Binomial nomenclature Thomas Malthus a. Population growths unrestrained by natural causes will double every 25 years. . BUT, capacity for food production increase only in a straight arithmetic progression. c. The impulse to multiply is counteracted by THE STRUGGLE FOR EXISTENCE d. THE INFINITE FERTILITY OF MANKIND VERSUS THE LIMITED SIZE RESOURCES OF THE EARTH. e. The Dilemma of Population Growth i. Preventative checks (foresight) vs. positive check (infant mortality, famine) Chapter 2 Vocabulary Fixity of Species – the notion that species, once created, can never change, opposes biological evolution Reproductively isolated – groups or organisms, ainly because of genetic differences, are prevented from mating and reproducing offspring with members of other groups Reproductive success – the number of offspring an individual produces and rears to reproductive age; and individuals genetic contribution to the next generation Selective pressures – forces in the environment that influence reproductive success in individuals Genome – the entire genetic makeup of an individual or species Fertility – the ability to conceive and produce healthy offspring Chapter 3 Vocabulary Gametes – reproductive cells (eggs and sperm in animals) Somatic cell – all cells in body except those involved in reproduction Zygote – cell formed by the union of an egg and sperm cell, contains chromosomes Nucleotides – basic units of DNA molecule Enzymes – specialized proteins that initiate and direct chemical reactions in the body Hemoglobin – protein molecule that occurs in red blood cells and binds to oxygen molecules Mitosis – simple cell division; produces two identical daughter cells Meiosis – cell division in specialized cells in ovaries and testes Recombination – the exchange of genetic material between homologous chromosomes; cross-over Genome – entire genetic makeup of an individual or species Evolutionary Theory Catastrophism * Cuvier * New species could not evolve from old Time-to-time catastrophes occur, destroys all living things in certain areas * New forms populate area by migration * Incoming migrants had more modern appearance due to the result of more recent creation events Uniformitarianism * Lyell * Processes at work today = active throughout history of earth = those occurred in past * James Hutton = ancient, on-going, continuous, without end * Geological change ( earthquakes, volcanoes, etc) were consistent, uniformed, constant through time Forces of Evolution Evolution – (Darwin) the gradual unfolding of new varieties of life from previous forms * Modern Synthesis ( 2 stage process) 1. The production and redistribution of variation (inherited differences among organisms) * Mutation (in sex cells): change in DNA, one allele changes to another, also point mutations * Mutagens are agents of mutations: chemicals, radiation, extreme temperatures * Passes to offspring in gametes not somatic cells Migration (gene flow): exchange of genes between population, migration * Genetic drift (random force): function of population size * Rare allele may not be passed to offspring due to small population, allele may disappear * Founder Effect: allele frequencies alter in small pop. that are taken from larger pop. or parents pop. , they colonize a new location 2. Natural selection (individual and population) affects their ability to successfully reproduce * 4 net reproductive success * Ex: peppered moth Great Chain of Being * Infinite series of forms : simple – complex The universe was â€Å"full† * Progressive grading: inferior – superior * Every creature’s position was â€Å"fixed† * No new species * No extinctions Species * Proposed in the 17th century * Groups of plants and animals could be differentiated by other groups by their ability to mate with one another and produce fertile offspring (John Ray) * Frequently share similarities with other species second level of classification genus * Linnaeus binomial nomenclature genus and species names are used to refer to species * Ex: homo sapiens = human beings * Taxonomy: system of classification Genus and species * Class and order Theory of Acquired Characteristics * Jean Baptiste Lamarck (1744-1829) * There is a dynamic interaction between organic forms and the environment. * Characteristics that an individual might acquire in a lifetime would be passed on to succeeding generations. Principles of Inheritance Principle of Independent Assor tment * The distribution of one pair of alleles into gametes does not influence the distribution of another pair * The genes controlling different traits are inherited independently of one another Principle of Segregation Genes (alleles) occur in pairs because chromosomes occur in pairs * During gamete formation, the members of each pair of alleles separate, so that each gamete contains one member of each pair Genes and Chromosomes Allele and Gene * Alternate forms of a gene * Sequence of DNA Chromosome * Discrete structures composed of DNA and protein found only in nuclei of cells Co-dominance * The expression of two alleles in heterozygote, the products of both are present * Ex: blood type AB Cross-over the exchange of genetic material between homologous chromosomes; recombination * when paired chromosomes exchange DNA, genes sometimes find themselves in different genetic environments Dihybrid crosses * These are ALWAYS the ratios of a cross between two HETEROZYGOUS individuals, w hen two variables are involved. * RrYy X RrYy DNA, base pair * DNA molecule has 4 chemical bases 1. Adenine = A 2. Thymine = T 3. Cytosine = C 4. Guanine = G * Except for protein synthesis * Adenine and Thymine are base pairs = AT * Cytosine and Guanine are base pairs = CG In protein synthesis RNA subs Uracil = U for Thymine * AT AU Dominant = shows, Recessive = does not show Down’s syndrome * Trisomy 21, abnormal number of autosomes compatible with life beyond the first few years after birth * Caused by the presence of 3 copies of chromosome 21 * Mental impairment, heart defects, respiratory infections, leukemia Hemophilia * bleeding disorder in which the blood doesn’t clot normally * Primarily only males * Recessive allele for hemophilia on the female â€Å"X† chromosome. * Male hemophiliacs receive the deleterious gene from their mothers. There is an equal chance that a female will have the recessive allele on one of her two â€Å"X† chromosomes. * H = Normal clotting h = Hemophilia * HH Female = Normal * Hh Female = Normal â€Å"Carrier† * HY Male = Normal * hY Male = Hemophilia Genotype = genetic make-up of a trait Phenotype = physical expression of the genotype Homologous Chromosomes = paired chromosomes, paired during meiosis and participate in cross-over, same loci Homozygous = same alleles Heterozygous = different alleles Pleiotropic Traits * multiple effects at different times in the life span The phenomenon of one gene being responsible for or affecting more than one phenotypic characteristic * A synergetic affect on more than one part of the body * Ex: sickle cell, albinism Polygenic Traits * Traits that are influenced by genes at 2 or more loci * Ex: skin color, eye color, hair color * Many are influenced by environmental factors * Ex: nutrition, sunlight exposure Polymorphism * Loci with more than one allele * Above 1% in the population * Traits that differ in expression between individuals and populations * Ex : ABO blood, unbalanced Protein and Amino Acids 3-D molecules that serve a wide variety of functions through their ability to bind to other molecules * Small molecules that are the components of proteins Sex Linkage * 23rd Chromosomal Pair * Females: XX * Males: XY * Homogametic versus Heterogametic * Sex linked traits * Ex: colorblindness, hemophilia * Male hemophiliacs receive gene from their mothers Sickle Cell Trait/Anemia ; Malaria * Hemoglobin (146 Amino Acids) * Sickle cell caused by switching one base pair (point mutation) * Heterozygous carriers are much more resistant to malarial infection * Malaria * People of all ages susceptible Four types of human malaria caused by four species of parasites (Plasmodium) * Transmitted by mosquitoes Blood and Blood Types * At least 29 human blood group systems * Antigen = large molecules found on the surface of cells , several different loci govern various antigens on red and white blood cells * Antibody – each type is unique and defends the body against one specific type of antigen * Three important blood groups: * ABO System * Four blood types: * A (dominant) antigen * B (dominant) antigen * AB(co-dominance)antigen, universal recipient * O(recessive ii)none, universal donor Alleles are designated as follows: * A = IA B = IB O= i * 4 phenotypes 6 genotypes * Rh Factor * Another group of antigens found on red blood cells. * Rh Positive = Rh+ (Dominant allele) * Rh Negative = Rh- (Recessive allele) * Rh- blood does not agglutinate with the antiserum * Greatest problem is not with transfusions, but between mother and fetus. * A problem ONLY if the mother is Rh- and the father is Rh+ * A serum containing Anti-Rh+ may be administered to Rh- mothers after their first birth. (RhoGam) * MN Group * Three genotypes (Chromosome 4) * MM MN * NN * Appear to be no incompatibilities that cause complications during transfusions or between mother and fetus. * Co-dominant group * 3 genotypes produce 3 phenotypes Population G enetics Allopatric speciation * Speciation by geographic isolation * Gradual changes can lead to sufficient genetic differences Ecological Niche * The position of a species within its physical and biological environments * Components: diet, terrain, type of predators, vegetation, relationships with other species, and activity patterns * Niches are unique to each species * Together makes up an ecosystem Fitness = measure of the relative reproductive success of individuals, genetic contribution to the next generation Gene Flow = exchange of genes between populations Gene Pool = all of the genes shared by the reproductive members of a population Hardy-Weinberg (Equilibrium Principle) * No genetic drift, mutation, migration, selection * Random mating * Math relationship of allele and genotype * A = p a = q; p + q = 1 or 100% [ alleles in gene pool] * In the absence of evolutionary processes, gene frequencies (allele frequencies) will remain constant from generation to generation * P2 + 2pq + q2 = 1 [ proportion of genotypes] AA + Aa + aa = 1 Macroevolution = changes produced only after many generations, such as the new appearance of a new species Microevolution = small changes occurring within species, such as changes in allele frequencies Phyletic Gradualism * Slow changes result in new species * The complete fossil record of an evolving group would display a series of forms with fine ly graded transitional differences between each ancestor and its descendant * Many â€Å"missing links† would be present Punctuated Equilibrium Uneven, nongradual process of long stasis and quick spurts * The concept that evolutionary change proceeds through long periods of stasis punctuated by rapid periods of change * There are no â€Å"missing links†, gaps are real Random Mating = no bias in who mates; any male is assumed to have an equal chance of mating with any female Selective Pressure = forces in the environment that influence reproductive success in individuals Selective Agent = the agent or cause of the selective pressure event? Sympatric = process through which new species evolve from a single ancestral species while inhabiting the same geographic region Unit of Evolution * Population * Evolves Unit of Selection * Individual * Does not evolve Human Variation Race * breeds of domestic animals, their group measurement, or their descent from a common ancestor * Has no useful biological meaning because variations in human appearance occur on a continuum. Acclimatization * Physiological responses to changes in the environment that occur during an individual’s lifetime * Maybe be temporary or permanent Its capacity may typify an entire species or population * Under genetic influence, it’s subject to evolutionary factors such as natural selection and genetic drift Allen’s Rule * Concerns shape of the body * Colder climates = shorter appendages, adaptive for preventing heat loss * Vice versa Bergmann’s Rule * Concerns the relationship of body mass or volume to surface area * In mammals, body size is greater in population that lives in colder climates * Vice versa Kuru * Neurodegenerative disorder * Tremor and loss of balance First appeared in New Guinea * Primarily affected adult women and children * Three main stages of progression: * Ambulant – unsteady, tremor, speech slur * Sedentary – muscle jerks, laughter outbursts, depression and mental slowing * Terminal – Urinary and fecal incontinence, difficulty swallowing, deep ulcerations appear * Caused by cerebellar dysfunction * It is a prion disease = infectious particles composed of a protein that causes neurodegenerative disorders Kwashiorkor * Severe protein deficiency * Tissue swelling * Anemia * Loss of hair Apathy Lactase Persistence * The continued production of lactase, the enzyme that breaks down lactose ( sugar milk) * Allows some adults to digest fresh milk products Marasmus * Caused by the combine effects of protein and calorie deficiency * PEM (protein-energy malnutrition) Osteolo gy Bone Markers * Heterogeneous * Dynamic Organ * Constantly remodeled and replaced * Extremely responsive to stress * Bone Mass IS NOT constant Characteristics of Bone * Compact bone: * Most dense; * Least vascularized; * Often covers cancellous bone * Cancellous bone: Heavily vascularized with large sacs (marrow spaces that produce red blood cells) and pores * Subchondrial bone: * A type of compact bone located at the joints and covered with cartilage in life * Generally less dense and more vascularized than regular compact bone Bone Growth * The primary centers of growth are the DIAPHYSES; Responsible for most of the growth of long bones * Secondary centers are the EPIPHYSES and are separated from the diaphyses by the†¦ * METAPHYSES, which are thin layers of cartilage being overtaken by bone formation. This is the actual site of bone growth. Harris Line = growth interruption, nutritional deficits Human Bone Growth * Human Dental Formula = 2. 1. 2. 3 * Determine sex * Determine age * Physical characteristics of populations; * Population structure and demography; * State of health, longevity, disease during life. * Cause of death. How is this different than â€Å"Manner of Death†? * Evidence of trauma. * Nutritional history (bone chemistry; dental wear). * Relatedness of populations (DNA and genetic bone characteristics) * Social Complexity (cultural modifications, differential nutritional status, health, grave goods). Belief systems (treatment of dead). Chapter 4 Vocabulary Hybrids – offspring of parents who differ from each other, heterozygotes Locus – the position on a chromosome where a given gene occurs Mendelian traits – characteristics that are influenced by alleles at only one genetic locus Chapter 5 Vocabulary Chordata – phylum of the animal kingdom that includes vertebrates Vert ebrates – animals with segmented, bony spinal columns Homologies – similarities between organisms based on descent from a common ancestor Analogies – â€Å" †¦.. based strictly on common function Homoplasy – same evolutionary development in different groups of organisms Clade – group of organisms sharing a common ancestor Speciation – process by which a new species evolves from an earlier species; most basic process in macroevolution Genus – group of closely related species Chapter 12 Vocabulary Homeostasis- condition of balance or stability Population genetics – the study of the frequency of alleles, genotypes, and phenotypes in populations from a micro evolutionary perspective How to cite General Anthropology: A Study of Humanity, Essay examples

Amy Tan Essay Example For Students

Amy Tan Essay Amy Tan was born in 1952, in Oakland, California to Chinese immigrants John and Daisy Tan. Her family eventually settled in Santa Clara. When Tan was in her early teens, her father and one of her brothers died of brain tumors within months of each other. During this period Tan learned that her mother had been married before, to an abusive husband in China. After divorcing him, her mother fled China during the Communist takeover, leaving three daughters behind who she would not see again for nearly forty years. After losing her husband and son, Daisy moved her family to Switzerland where Tan finished high school. During these years, mother and daughter argued over what Tan should do in college and afterwards. Tan eventually followed a boyfriend to attend college in San Jose, where she earned Bachelors and Masters degrees in English and linguistics, despite her mothers wish that she study medicine. After Tan married her boyfriend, Lou DeMattei, she began to pursue a Ph.D. in linguistics, but she abandoned this endeavor to work with developmentally disabled children. Later, Tan struck out as a freelance business writer. Although she was successful, writing for corporate executives did not fulfill Tan. She began to write fiction as a creative release. Meanwhile, her mother suffered a serious illness. Tan resolved to take a trip to China with her mother if she recovered. In 1987, after Daisy Tan returned to health, they traveled to China to visit the three daughters that Daisy had not seen for several decades and the three sisters Tan had never met. The trip provided Tan with a new perspective on her mother, and it proved to be the key inspiration for her first book, The Joy Luck, a collection of sixteen interlocking stories about the conflicts between Chinese immigrant mothers and their American-raised daughters. Soon after its publication in 1989, The Joy Luck Club garnered enthusiastic reviews, and it remained on the New York Times bestseller list for more than six months. It won both the National Book Award and the L.A. Times Book Award in 1989. Tan continues to publish popular works. She often emphasizes that she writes primarily to create a work of art, not to portray the Chinese-American experience, that her bicultural upbringing is the source of inspiration for her work, not the end product. The Joy Luck Club contain stories about conflicts between Chinese immigrant mothers and their American-raised daughters. The book mainly talked About Jing-meis trip to China to meet her half-sisters, Chwun Yu and Chwun Hwa. Jing-meis mother, Suyuan, was forced to leave her twin babies on the roadside during her flee from the Japanese invasion of Kweilin. Suyuan intended to recover her children, but she failed to find them before her death. Finally, a after her mothers life long search her mother received a letter from the two lost daughters. After Suyuans death, her mothers three friends in the Joy Luck Club, a weekly mahjong party that Suyuan started in China and later revived in San Francisco, urge Jing-mei to travel to China and tell her sisters about their mothers life. But Jing-mei wonders whether she is capable of telling her mothers story. Lindo, Ying-ying, and An-mei, members of The Joy Luck Club, do fear that Jing-mei might be right and that their own daughters may not reall y know them either. The book tells different stories of each characters life, and in each story teaches a lesson or tells of the Chinese culture. For example, Chapter Two talks about An-meis grandmother raising her because she disproved of An-meis mother becoming a concubine. When Popo, An-meis mother is on her death bead, An-meis mother makes a soup and cuts a chunk of her skin off her arm and mixes it in with the soup out of respect for her mother although they didnt get along. In Chapter Three it speaks of how Lindo was promised in marriage to Huang Tyan-yu when she was only two years old. They married when Lindo was sixteen years old, but the candle that is supposed to stay lit all night in order to symbolize lifelong loyalty even if her husband were to die was distinguished during the night so they were able to annul the marriage. .u78b2118c3ca186c27dc9153b5b29482c , .u78b2118c3ca186c27dc9153b5b29482c .postImageUrl , .u78b2118c3ca186c27dc9153b5b29482c .centered-text-area { min-height: 80px; position: relative; } .u78b2118c3ca186c27dc9153b5b29482c , .u78b2118c3ca186c27dc9153b5b29482c:hover , .u78b2118c3ca186c27dc9153b5b29482c:visited , .u78b2118c3ca186c27dc9153b5b29482c:active { border:0!important; } .u78b2118c3ca186c27dc9153b5b29482c .clearfix:after { content: ""; display: table; clear: both; } .u78b2118c3ca186c27dc9153b5b29482c { 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; } .u78b2118c3ca186c27dc9153b5b29482c:active , .u78b2118c3ca186c27dc9153b5b29482c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u78b2118c3ca186c27dc9153b5b29482c .centered-text-area { width: 100%; position: relative ; } .u78b2118c3ca186c27dc9153b5b29482c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u78b2118c3ca186c27dc9153b5b29482c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u78b2118c3ca186c27dc9153b5b29482c .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; } .u78b2118c3ca186c27dc9153b5b29482c:hover .ctaButton { background-color: #34495E!important; } .u78b2118c3ca186c27dc9153b5b29482c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u78b2118c3ca186c27dc9153b5b29482c .u78b2118c3ca186c27dc9153b5b29482c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u78b2118c3ca186c27dc9153b5b29482c:after { content: ""; display: block; clear: both; } READ: Multicultural Education2 EssayThe book also shows how things that happen in childhood effect adult life. For example Rose, An-meis daughter was always responsible to care for her little brothers growing up. At the beach one day three of her brothers were fighting so she was told to break it up, but at that same time her youngest brother, Bing fell into the water without a trace. They looked everywhere for him but they gave up. They ended up finding Bings body the next morning. Later in her life Rose came to her mother telling her that she and her husband Ted were getting a divorce. They dated for many years before resulting in the both of them clinging to each other. Ted m ade all the decisions, but after he lost in a lawsuit he started to push Rose to make some of the decisions and said that she resisted in taking on any responsibility and blame. Her marriage was a result of her brothers death and thinking although it was not her fault that it was her fault. Also another example of this is that Suyuan pushed her daughter, Jing-mei to become things that she was not. She wanted Jing-mei to become a pianist so she made her take lessons but Jing-mei never practiced. Suyuan and the piano teacher entered Jing-mei in a talent contest, but Jing-mei did very bad. As a child Jing-mei felt that she could never live up to her mothers high expectations. Suyuan did not realize how much her disappointment affected Jing-mei as a child. The book also speaks about how children take after their parental figures and internalize, even without meaning to, what their parent has taught them. An example of this is that Lena, Ying-Yings daughter has been married to her husban d Harold for eight years and they split the cost of everything equally, although Lena consumes far less than Harold. Lena got Harold to open his own business and worked there as a project coordinator. She also gave him the idea of opening up a restaurant. When Ying-ying goes to visit them she notices the list of shared items on the refrigerator has ice cream on it. She also knows that Lena does not like ice cream and tells Lena that they must not share ice cream, so Lena tells Harold that and he agrees, but Lena picks a fight anyway. During the fight Ying-ying breaks a vase on the table and asks Lena why she didnt stop it. Lena is silent in her marriage because she saw her mother silent in hers. Ying-ying tires to teach her daughter that expressing her wishes is not selfish on her visit because she does not want her daughter to make the same mistake she did. Another example of this is that a few months before her death, Suyuan cooked a crab dinner for the Chinese New Year. There was eleven people coming, but Suyuan hadnt counted one. The guests chose the best crabs, and when Jing-mei went to choose a crab she was going to pick the one with a missing leg, but her mother insisted that she choose the better of the remaining two. This shows that Jing-mei is different than the others, but the others had to have the best just like their mothers. Another part of the book touches on how the mother shows her daughter how to grow beyond her innocence without losing hope. It also shows how when a mother learns from her mistakes how she tries to teach her daughter without having to make the same mistake. Also this book demonstrates that the older generation can and does learn from the younger generation. An example of this is that due to Lenas marriage trouble it forces Ying-ying to confront her painful first marriage. .u6a502bef69fbbc2595d654a014d203ce , .u6a502bef69fbbc2595d654a014d203ce .postImageUrl , .u6a502bef69fbbc2595d654a014d203ce .centered-text-area { min-height: 80px; position: relative; } .u6a502bef69fbbc2595d654a014d203ce , .u6a502bef69fbbc2595d654a014d203ce:hover , .u6a502bef69fbbc2595d654a014d203ce:visited , .u6a502bef69fbbc2595d654a014d203ce:active { border:0!important; } .u6a502bef69fbbc2595d654a014d203ce .clearfix:after { content: ""; display: table; clear: both; } .u6a502bef69fbbc2595d654a014d203ce { 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; } .u6a502bef69fbbc2595d654a014d203ce:active , .u6a502bef69fbbc2595d654a014d203ce:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6a502bef69fbbc2595d654a014d203ce .centered-text-area { width: 100%; position: relative ; } .u6a502bef69fbbc2595d654a014d203ce .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6a502bef69fbbc2595d654a014d203ce .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6a502bef69fbbc2595d654a014d203ce .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; } .u6a502bef69fbbc2595d654a014d203ce:hover .ctaButton { background-color: #34495E!important; } .u6a502bef69fbbc2595d654a014d203ce .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6a502bef69fbbc2595d654a014d203ce .u6a502bef69fbbc2595d654a014d203ce-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6a502bef69fbbc2595d654a014d203ce:after { content: ""; display: block; clear: both; } READ: The Potato Famine EssayAnother major point this book touches upon is the fact that the American-raised daughters are Chinese not just through genes, but in personality, culture, loyalty, and respect. As a teen, Jing-mei refused her Chinese heritage and didnt even want to believe she was Chinese at all until she went to China after her mothers death to meet her half sisters. While in China Jing-mei finds out that she did appreciate her mother although she was worried that she didnt and knew nothing about her. She also realizes that she did not have to prove her Chinese identity to her two half sisters, that she belongs to their family automatically because of Suyuan. After her trip to China she found her mother and stops feeling doubt of her and Suyuans relationship with each other. In The Joy Luck Club each mother and daughter learned different things from each other. Also, it talks about the transition from China to America and how the Chinese raised mothers must raise their daughters in America but keep their Chinese values. Jing-meis story represents her mother to her two half sisters as well as the struggle of relationships between mother and daughter. Bibliography: