Gay and Lesbian Youths Essay Example for Free

Gay and Lesbian Youths Essay Past evidence indicates that lesbian, gay, bisexual and transgender (LGBT) youths have continued to face excessive discrimination in schools. Present literature indicates that LGBT youths also face increased risks for various health issues that include suicide attempts, drug abuse, homelessness, harassment and poor performance at school. In spite of increased clear visibility regarding the discrimination of gay and lesbian people, LGBT youths in schools have continued to encounter excessive social, institutional as well as legal discrimination. In deed LGBT youths have been known to be the most vulnerable subgroup in the bigger LGBT group. Due to the high level of homophobia in the American society, youths who are struggling with the sexual orientation identification are faced with tremendous challenges and they lack support from basic supporting systems that are available to those who are heterosexual. Given that it is estimated by Gay, Lesbian and Straight Education Network (2004) that the population of gays and lesbians is between 3% and 10%, it can be deduced that a small number of youths in schools are LGBT or are still not sure of their sexual orientation. This research paper papers aims at reviewing gay and lesbian youths in schools. Munoz-Plaza, et al (2002) quoting Robinson (1994) explains that the prevalent social stigmatization of gays and lesbians is blamed for the numerous social and health issues that have disproportionately affected LGBT youths. Munoz-Plaza, et al (2002) further explains that that a lot of researchers have specifically centered on the absence of social support structures for gay and lesbian youths in schools. Yet, classrooms have been identified as being the most homophobic place compared to other social institutions. Heath status of gay and lesbian youths in schools Munoz-Plaza, et al (2002) states that studies have repeatedly indicated that gay and lesbian youths are specifically at increased risk of committing suicide, being verbal and physical abused, abusing drugs, contracting sexually transmitted infections, becoming homelessness and resorting to prostitution. At the same time their performance at school is bound to drop. Citing a study carried out by U. S Department of Health and Human Services, Munoz-Plaza, et al (2002) states that the study established that suicide was the leading cause of deaths of gays and lesbian youth in schools. More so that study found that gay and lesbian youth were 3-6 times more possibly to try suicide compared to heterosexual youths, in deed gays and lesbian youth accounts for over 30% of all youth suicide cases. Taylor (2000) agrees with the finding of this study by affirming that past offers proof that LGBT youths are likely to commit suicide. However, he clarifies that studies on this subject have linked increased risk of suicide to stress arising from the sexual orientation aspect. Taylor (2000) explains that general studies on this subject indicates that individuals who have less social support and poor relationship with their families, partners and peers are most likely to attempt suicide than those whose relationships are strong and intact. Apart from suicide, it was also established that LGBT youths are also at risk of experiencing other social as well as health problems. In a study that focused on more than 130 gay and bisexual male youths, it was found that 76% of them used alcohol while 25% abused cocaine (Routherum-Borus, et al, 1994). In comparing these findings with heterosexual male youths, Routherum-Borus, et al (1994) established that only 49% of heterosexual youths used alcohol while only 2% abuse cocaine. At the same time studies have also found that rates as high as 42% of runaway youths are LGBT, this implies that there is a great connection between runaway behavior LGBT, in away that those youths who are gay or lesbian are likely to runaway from their homes. At the same time this runaway youths are likely to turn to prostitution. Indeed in a study carried out by Taylor (2000) where he reviewed studies on male prostitution among youths, he established that many studies have established that out of three male prostitutes, two were gay or bisexual. More so, youths who are identified as gay or lesbian are particularly susceptible to being harassed both physically and verbally. In reviewing a study done on violence perpetuated on LGBT youths in schools both junior and high schools, Munoz-Plaza, et al (2002) explains that 35%-50% of youths in these schools did report that they had been harassed, threatened or had experienced some kind of violence. In another study done by Gay, Lesbian and Straight Education Network (2004) 2,000 LGBT youths were interviewed across the country, the study established that nearly 50% of males as well as 20% of females reported being harassed either verbally or physically in school (both junior and high schools). LGBT youths lack social support Studies on key life changes for example, the loss of a partner or a loved one, indicate that social support as well as social networks can assist an individual to cope with the stressors of life. In deed several writers have reviewed past literature that link social support and social networks in relation to morbidity as well as mortality (Munoz-Plaza, et al, 2002) Social support is comprises of four varying behaviors; these are emotional support that is given in as love, trust caring and listening; Two, appraisal support that is given as a positive feedback; Three, instrumental support, given as tangible resource such as financial aid, time and labor; And four, information support, given as advice and ideas Munoz-Plaza, et al (2002). Consequently, it has been established by there is lack of social, support for LBGT youths at home, within the community and also at school. This results in social isolation experienced by many LGBT youths at school and back at home. It’s against this background that a lot of literature associates social isolation in LGBT youths with increased risk of many of these LGBT youths. In a study that was done by Munoz-Plaza, et al (2002) to determine social support of LGBT youths in schools, participants reported that family members were less supportive than non-family members. According to the study, both heterosexual and LBGT friends and peers provided emotional support to LGBT youths, however, the emotional support offered by heterosexual friends and peers was limited. Those friends and peers who were also LGBT apart from offering emotional support they as well offered valuable informative and appraisal assistance. However, it was also established that many LGBT youths in schools do not disclose their sexual orientation to their parents when they are still schooling thus they reported that their parents offered very minimal assistance of any form concerning their sexuality. Another major problem that LGBT youths in schools suffer is identity and it interplays with sexual orientation and social support. As Taylor (2000) points out the basic role of high schools is assisting teenagers in forming a sense of individuality through the adoption of social customs. Teachers, coachers, counselors as well as administers in school strive for youths in schools to maintain heterosexual model of sexuality as the normative way; such a standpoint is in direct conflict with sexuality orientation of LGBT youths. In addition LGBT youths in schools have pointed out that it’s a hard struggle for them to identify the sexuality both internally and externally. This is because of the overwhelming negative responses that homosexuality attracts both at home and schools. The difficult in expressing their sexuality makes the LGBT youths to feel alienated from the society. As one gay student reported by Munoz-Plaza, et al (2002) said, growing up, made him feel that he was different from others in some way. He further explained that he knew what he was feeling about his fellow guys or the opposite sex was usually different what his friends felt. Munoz-Plaza, et al (2002) explains that such difference is normally related to reported inability of â€Å"fitting in† together with their peers and thus being alienated. Bullying of LGBT youths in schools In addition to challenges that LGBT face because of their sexuality, gay and lesbian teenagers in schools are forced to deals with daily bullying in schools in form of harassment, violence and threats that they receive day by day. LGBT youths are called anti-gay slurs for example â€Å"homo†, â€Å"sissy† or â€Å"forgot†. In a study carried out by Savin-Williams (1994) it was established that a gay or lesbian student may hear these words 25 times each day. Even more disturbing, a study on LGBT in schools, established that 30% of gay youths in schools in only one year were injured in one way or another merely because of their sexuality (Savin-Williams, 1994). How LGBT youths are mentally affected Ryan and Futterman (1997) states that, gay and lesbian youths are particularly at high risk since, their anguish directly results from hatred as well as prejudice surrounding them. But, don’t suffer because of their sexuality orientation. The distress that LGBT youths suffer is likely to make them attempt suicide, in deed as it has been stated before LGBT are twice likely to attempt suicide compared to heterosexual youths. How LGBT youths are academically affected LGBT youths in American schools are usually subjected to extreme bullying that they end up not performing well in school and they drop out earlier thus not getting enough education (Ryan and Futterman, 1997). LGBT students in schools are more likely to skip some classes or because of fear, intimidation, and property destruction directed at them (Savin-Williams, 1994). In supporting this observation Savin-Williams (1994) affirms that a study by Gay, Lesbian and Straight Education Network (2004) established that 20% of LGBT students had skipped classes in period of one month due to fearing for their safety. It has been established that the rate of LGBT students dropping out of schools is over three times the national standard for the heterosexual students. In school, when LGBT students are bullied they many of them feel that they do not have a place or anyone to turn to. Ryan and Futterman (1997) explains that according to a number of surveys done previous, 80% of LGBT students reported that they did not know any helpful adult at their schools. Family aspects and religion Gays and lesbian youths who grow up in families that have strict religious background are prone to experience discord between their spirituality and their sexuality. At times their quilt feeling overwhelms them. Sadly, in American schools, the religious rights prevent the school systems from tackling the same issue of LGBT. Thus, as Taylor, (2000) asserts homophobia is widespread in schools, and teachers who could have assisted keep quite for fear of being sacked. Harm reduction The high cases of suicide, stress disorder and drug abuse among LGBT youths in schools is a clear indication of internalized homophobia which, results from a LGBT youth growing up with minority sexuality in heterosexist society. The effects of internalizing the rejection that this group faces are loss of self assurance that most likely leads to high-risk behaviors like drug abuse (van Wormer and McKinney, 2003). Strategies of addressing LBGT in schools Due to the risks that gay as well as lesbian youth are bound to suffer, gay and lesbian problems ought to be tackled in middle schools. In order to assist teachers in this attempt the following suggestions are offered. Teachers are knowledgeable and dedicated to young youths Teachers have to learn more and understand well issues of homophobia, gay and lesbian history. This information can be found in books, journals, and the internet. Through this understanding they will able to be objective and assist those LGBT students without prejudice (van Wormer and McKinney, 2003). Curriculum changes Whenever it is appropriate, teachers could incorporate information regarding gays and lesbians individuals who have made major contributions to the society, Such as, Socrates, Virginia Woolf, Leonardo da Vinci and others (van Wormer and McKinney (2003). Through, discussing the contribution that such great gay and lesbian people made, it will assist the LGBT students to feel more optimistic and less isolated about their future. Fostering a caring and sensitive climate In addition, van Wormer and McKinney (2003) asserts that, teachers are not just supposed to assume that each student is a heterosexual, on the contra they need to use a language that is all inclusive that is sensitive to gay and lesbian individuals; For example, using words like date instead of boy/girl friend and spouse instead of wife or husband. In addition, owing to the extensiveness of homophobia within American schools, teachers and other staff should be sensitive to gay and lesbian students’ requirements. Creating Safe and respectful environment As Howard Taylor (2000) explains, schools ought to provide a safe as well as a respectful learning atmosphere for every student. When bullying and other forms of harassment are permitted to occur, it impacts everybody. It is understood that many schools violence and shootings such as the Columbine school shooting are contributed by bullying. Teachers, school administrators as well as other students who ignore bullying of LGBT students in their schools contribute to the problems endured by the LGBT students. On contra, those LGBT students who are given support and understanding of their sexuality report that they feel a sense of belong to the school they are in. Conclusion Gay, lesbian, bisexual and transgender youths usually start experiencing their sexuality identification during their adolescent years just like the heterosexual youths. These are normal developmental processes and though they could affect the student’s development as well as achievements, they are not a symptom of mental disorder, sickness, or emotional problems. However, many LGBT students in schools experience a number of obstacles and problems that include being harassed both physically and mentally, being isolated, being denied social support all because of sexual orientation. Schools counselors warn that these issues result in LGBT being at high risk of, stress, poor performance at school, kipped class, dropping out of school entirely, or even attempting suicide. Thus, schools are encouraged to create an enabling and safe atmosphere for LGBT students in schools to prevent such incidents. References Gay, Lesbian and Straight Education Network (2004): The 2003 National School Climate Survey: The School Related Experiences of Our Nations Lesbian, Gay, Bisexual and Transgender Youth: New York; GLSEN. Munoz-Plaza, C; Quinn, S and, Round, K (2002): Lesbian Gay Bisexual and Transgender Students: perceived social support in the high school environment. High school journal 85. 4 p 52-12 Robinson, K (1994): Addressing the needs of gay and lesbian students: the school counselor’ role; The school counselor, 41; p, 326-330 Routherum-Borus, M, et al (1994): Sexuality and Substance use acts of gay and Bisexual male adolescents in New York city; Journal of Sex Research; V. 31; 47-56 Ryan, C Futterman, D (1997): Lesbian and Gay Youth; Care and Counseling; Adolescent Medicine State-of-the-Art Reviews, 8(2).

The Role of Dreams in Cormac McCarthy’s All the Pretty Horses Essay exa

The Role of Dreams in Cormac McCarthy’s All the Pretty Horses Works Cited Missing Cormac McCarthy All the Pretty Horses depicts the American romanticized view of the west. John Grady, emerging from a dilapidated family ventures out on a journey in pursuit of his dream of the cowboy lifestyle. Through out the novel there is a constant tension between John Grady destiny or fate and the nature of his dreams. Dreams keep the dreamer from reality and because they are unreal, they paralyze the dreamer’s reality. Nonetheless, they motivate his journey through Mexico. The different roles that his dreams play depict the different characters that John Grady assumes: the Texas teenager, the lover, the prisoner and the man. John Grady’s dreams are as complex as his character. Without ambition or dream, life is purposeless. Naturally, John leaves the comfort of his home with the intention of discovering the purpose of his life which is mapped out in his dream. Through John Grady’s adventure McCarthy suggests the necessity for boys to leave the comfort of their homes in order to become men. Indeed, oriented by his dream of becoming a cowboy, John Grady experiences harsh realities, especially whilst imprisoned in the Mexican jail. Here is life is constantly under threat. Ultimately, John Grady kills his attacker. The act of killing symbolizes his transition to manhood. John Grady’s imprisonment infers that dreams have consequences that are not always pleasant. Although ambition provides the map for life, it does not eliminate the consequences of actions taken towards the achievement of that goal. Ambition, goal and fantasy are all an intricate part of his life that shapes his destiny. John Grady believes in a fixed destiny, he... ... become of them.† Staying true to his identity as an American, John Grady extends his â€Å"possibilities.† His hardships are not an â€Å"end† only misfortunes. Dreams are often thought of as unreal and as viable modes for escaping reality; however, for John Grady dreams are an extension of his reality. Dreams extend his life through different roles: dreams as ambition, as fantasies and as an unconscious act during sleep. His dreams enable the reader to understand John Grady character as his expresses openly his aspirations in his dreams. A person’s aspirations are frequently in conflict with their reality. Likewise dreams can be in conflict with ones destiny. Nonetheless, there is blurred difference between the nature of dreams and reality. The complexity of life transforms itself into our dreams, thus dreams enable the dreamer to re-evaluate life his or life destiny.

Team Work Essay

What happened and why : Seagate is one of the largest digital content storage companies in the world and has business in about 15 countries around the world in Europe, Asia and the US ( ©2011 Seagate Technology LLC). To create the ultimate team-building experience, every year Seagate brings 250 high-performing employees to Queenstown, near Lake Wakatipu in New Zealand. This event tests all their physical and emotional boundaries of endurance (Max, 2006). This is a very popular program among Seagate employees and is known as â€Å"Eco Seagate†. The company spent a whopping sum of $9000 per person, and the goal of this exercise is to boost the employee morale, support office amity, and encourage teamwork (Max, 2006). Seagate’s CEO Watkins wanted participants to experience the intensity that distinguishes an informal group from a high performing team. He also wants to strengthen his company’s culture by reinforcing these norms and attitudes that encourage team work, perseverance and endurance. Why did I decide to write about this? I have been working for Seagate technology for about 10 years and have been witnessing this herculean effort of team building since 2001. I attended a scaled down version of Eco Seagate in early 2002, which was equally rigorous and challenging but gave me a new way of thinking about team dynamics. The current form of Eco Seagate is a week-long teambuilding program, which includes a 10-mile trek, 12-mile bike ride through mountain terrain, navigating about 3 miles in a kayak, rappelling down cliffs and more. The last day of the challenge combines these adventurous activities into one 25-mile (40 kilometers) race. On arrival in Queenstown, the 250 Seagate employees were divided into 50 teams of five people each; in most cases the team members had never met before and in some cases didn’t even speak the same language but were expected to work together to finish the Eco-challenge. This event, which some call a social experiment, is pet project of our CEO. Every year all 250 Eco Seagate participants learn a lifelong lesson about the importance of teamwork. He envisions Eco Seagate as a way to break down barriers, boost confidence and make company staffers’ better team players. â€Å"Some of you will learn about teamwork because you have a great team,† he says. Some of you will learn because your team is a disaster. † (Max, 2006). Were there outcomes positive or negative for the various parties in the situation? Certainly the outcome of this exercise is very positive for the company and Seagate’s staff. I would term this event as a mother of all team building exer cise ever executed by similar size company in the Silicon Valley. One must realize that this is an investment towards Social capital (McShane and Von Glinow, pp. 236). After this event Seagate not only achieves better team dynamics within their employees but would also get a stronger bonding between company and the employees. Mentoring and coaching, especially on an informal basis, help people build networks they need to work across corporate boundaries (Gratton & Erickson, 2007). I see one negative side of this elaborate team-building exercise. Two million dollar is a lot of money to be spent on a few individuals in a large company that has 45,000 employees worldwide. There are number of other ‘team building' programs that can achieve the same results if not better at a much lower cost. For me the main issue with this program is that you are going on a team building exercise without your immediate workgroup team. What would you do differently? Why? : As a manager, if I wanted to build a stronger team, I would take everyone in my team to such an exercise so that more cohesiveness and team skills development can be achieved across the board. Based on my own experience team building should be an ongoing process and programs of this kind only have a short-term impact. Rather than one massive/expensive exercise, I would suggest having more frequent low-cost programs that will help me to sustain my team over a long period of time. My learning related to this experience: Prior to going for Eco Seagate team building program, I had a feeling that I would work much better independently just like Scott commented. (Seagate Technology, 2007). My general feeling was that team work would be a burden to me and each person in the team would feel less responsible for contributing because others are present. Initially I suspected that people tend to slack off, or loaf, when they work in a group more than they do when working alone (McShane and Von Glinow, pp. 238). Later I concluded that I wouldn’t be able to complete that race by myself as the format of the race was very rigorous and everyone needs to perform multiple activities at the same time like treking, biking, navigating, map readings, searching for milestones and stretegic planning to overcome the obstacles faced during the race. I started this exercise with low levels of cohesiveness with other participants. That may be because we work in different locations and functional areas in Seagate, speaks different primary languages or we viewed the situation differently. Our five-person team size played a very important role to increase the cohesiveness in first four days of practice and familiarization phase (McShane & Von Glinow, pp. 242). Our diversity in knowledge and physical skills helped us to develop our team more effectively (McShane & Von Glinow, pp. 245). As a Manager I learned that I need to make sure that diversity is effectively managed in the team, because if it is not, it may lead to low cohesiveness. During four days of the acclimatization session we organized several informal team meetings and started with learning each other’s strengths and weaknesses. During practice sessions we challenged each other based on our weaknesses, which helped us to stretch ourselves beyond our normal physical capability. That was the first time I realized the power of Five â€Å"C† team member competency (McShane & Von Glinow, pp. 244). As part of our team building process we established several ground rules for the final day race and assigned team roles based on our strengths and willingness (McShane & Von Glinow, pp. 246-248). With the moral support of my team and several practice sessions of rock climbing and rappelling down the cliff, I could overcome my fear of heights and felt a little upbeat. When a group achieves noticeable and visible success, it contributes substantially to its feelings of cohesiveness and belongingness (McShane & Von Glinow, pp. 250). Since I know a few people who were coming from California, I expanded my network by leveraging them as brokers to â€Å"connect the separate team clusters† (Uzzi and Dunlap, pp. 56). Some of them actually became my social friends and one of them recently took me around for a quick sight-seeing tour of Amsterdam during my eight-hour layover at AMS Schiphol airport. Conclusion: Though we didn’t win the race, we successfully completed it about 50 minutes behind the first team that touched the finishing line. Overall experience was amazing and the skills that I learned at Eco Seagate are still contributing to my on-the-job effectiveness, including the ability to follow through on commitments to others, actively listen to team members, take responsibility for group successes or failures and give and accept the useful feedback that will help to improve the performance in next iteration. From the experiences at Eco Seagate, hopefully several Seagate managers are cultivated and now contributing effectively to form a high performing team by building trust within teams, sharing and communicating goals among team members, empowering team members, and encouraging them through positive expectations (McShane & Von Glinow, pp. 245-251). Works Cited *  ©2011 Seagate Technology LLC. (n. d. ). About Seagate. Retrieved from About Seagate: http://www. seagate. com/www/en-us/about/ * Gratton, L. , & Erickson, T. J. (2007). 8 Ways to Build Collaborative Teams. Harvard Business Review , 85 (11), 100-109. Max, S. (2006, April 3). Seagate's Morale-athon. Retrieved from Seagate's Morale-athon: http://www. businessweek. com/magazine/content/06_14/b3978085. htm * McShane, S. L. , & Von Glinow, M. A. (2010). Organizational Behavior: emerging knowledge and practice for the real world (5th ed. ). New York, NY: McGraw-Hill/Irwin. * Seagate Technology. (2007, Sept 26). Eco Seagate 2007: The Bloggers (1, 2, 3). Retrieved from Eco Seagate 2007: The Bloggers (1, 2, 3): http://www. youtube. com/watch? v=4Gp7AYuZJN0 * Uzzi, B. , & Dunlap, S. (December, 2005). How to build your network. Harvard Business Review .

Trump and His Pro-Taiwan Position - Free Essay Example

Sample details Pages: 4 Words: 1256 Downloads: 6 Date added: 2019/03/22 Category Politics Essay Level High school Tags: Donald Trump Essay Did you like this example? In the United States, Donald Trump assumed the office with a vision of changing the current Washington, and â€Å"Making America Great Again.† Clearly, Trump took office with a different style of leadership from Obama. His platform discussed fairer trade agreements, less external interference, and sturdier borders. In addition, he viewed globalization as a system that is hurting the American citizen and emphasizes most of his attention to politics and economic revitalization. Don’t waste time! Our writers will create an original "Trump and His Pro-Taiwan Position" essay for you Create order For example, once trump took office, virtually instantly abandon the Trans-Pacific Partnership, Paris Climate Agreement and passed legislation for a stricter travel ban. At times, it gave the impression he sought to undue his former predecessor, President Obama, accomplishments. In 2018, Trump’s adviser Anthony Scaramucci stated, â€Å"post-WWII world is no longer suitable for the current world.† Trump’s foreign policy philosophy summarizes into one statement: The United States will no longer share its power or govern the world together with other powers or international institutions. Scholars would argue the vision of a multiplex world would not form under Trump’s leadership and enter a classic power competition phase. However, interesting enough, Trump has stated his pro-Taiwan position at the beginning of his presidency. Even before taking office, Donald Trump criticized former presidents against their actions. To him, it seems they were missteps and it sacrificed Taiwan to satisfy mainland China. During his campaign in 2016, stated, â€Å"it’s time for America to fully and firmly recommit to an island that is indeed both a beacon of democracy and critical to the U.S. defense strategy in Asia.† Additionally, in the same year, the GOP platform lauding Taiwan’s’ political and economic values. In the platform, the plan illustrated the full participation of Taiwan in international organization, even encouraging heightened weapons sales to the island, and the military commitment for the support of defending Taiwan. This reflects the idea of Taiwan card manipulation in President-Elect Trumps earlier challenge of the one-China policy. China-U.S. interactions in the triangular structure needs to be closely analyzed. Even though United States President Donald Trump and Chinese President Xi Jinping relationship is rather â€Å"interesting†, scholars couldn’t not neglect the potential of a step back in the structure in his future administration. Like previous mention, Donald Trump’s platform composed mostly of bilateral trade with a robust concentration of America first while being reluctant to multilateral architecture and international regime. In a thesis, the writer interestedly puts a new perspective on trump by comparing him to Andrew Jackson. Andrew Jackson was one of the earliest Presidents of the U.S. â€Å"His embrace of populism and unilateralism has made scholars and policy practitioners to think of him as his predecessor back to the early 19th century, Andrew Jackson, the first populist president in American history. As a Jacksonian president, Trumps priority is to shore up U.S. domestic economy instead of paying asymmetrically for American global leadership. His intention to break with traditional diplomatic norms also inevitably altered Asian peoples perception of the credibility of the United States threat of force.† – Wen Zhouxing The erratic Trump administration has also brought allegations for Taipei-Washington relations. Since Washington has withdrawn from the regional economic architecture of the Trans-Pacific Partnership (TPP) and shown less concern about the human rights issue, the Tsai administrations three-prong strategy of allying with the United States in terms of economy, value, and security has lost two legs, highlighting the issue of sustainability of status quo across the Taiwan Strait. President Trumps priorities are trade agreements and North Korea issues. On the Asian front, Trump commencing a trade and labeling China as the â€Å"economic enemy† then followed by the increase of usual presence in the south china sea convey a clear message and heightened the tension. Most of the high-ranking officials dealing with trade, including U.S. Secretary of Commerce Wilbur Ross, and U.S. Trade Representative Robert Lighthizer, support a tougher stance towards the trade deal. The Trump administrations resoluteness to push China on these two critical issues is reflected in U.S. National Security Strategy released at the end of 2017 and the 2018 National Defense Strategy, in which China is labeled as one of Americas major strategic competitors, along with Russia, on both economic and military fronts. Underneath Trump administration, he claims that we are emerging from a period of strategic atrophy and that our competitive military advantage has been eroding, rendering Washington-Beijing ties preoccupied with more fierce competition vis-à  -vis strategic cooperation in the years down the road. This does not suggest that China-U.S. relations are doomed to be pessimistic as the two powers are comprehensively interdependent and without Chinas cooperation America can achieve limited outcomes in global affairs. What it means is that more efforts and dialogues are indispensable for making a working relationship between the two countries. Trumps earlier challenge to and later acceptance of the one-China policy have demonstrated that the presidents ignorance of foreign affairs can be improved only through a belated learning process depending on individual channels rather than institutional decision-making processes. When considering all decisions by the U.S. government and Congress concerning Taiwan after Trumps inauguration, one can feel that the strategic importance of Taiwan is reemphasized. Since the beginning of 2017, for instance, Washington has increased its security cooperation with the island, particularly in a nontraditional sphere like antiterrorism. Besides, the arms sale of a $1.42 billion arms package—including seven proposed defense sales—to Taiwan on 29 June 2017 is the first such sale under the Trump administration. This package includes advanced missiles and torpedoes as well as technical support for an early warning radar system, which has surely overshadowed the Xi-Trump summit in April of that year and threatened to undermine PRC-U.S. relations. In the following Year, the US has approved a 330 million-dollar arm sale to Taiwan in support for the government of Taipei. The proposed deal, which has not been finalized yet, covers parts for Taiwan’s F-16, C-130, F-5, indigenous defense fighter and other aircraft systems. Pentagon’s Defense Security Cooperation Agency stated, â€Å"Taiwan continues to be an important force for pol itical stability, military balance and economic progress. In addition, the U.S. Congress has pushed for new resolutions to upgrade Washington-Taipei relations, enhance the security of Taiwan, and bolster Taiwans participation in international organizations such as the WHA, Interpol, and the International Civil Aviation Organization (ICAO). Some proposals may lead to a port call of the U.S. Navy to Taiwan and sending uniformed marines to the AIT in Taiwan. Another decision that would exert an extremely serious impact on the cornerstone of U.S.-China relations is the passage of the Taiwan Travel Act (TTA), which was passed without amendment by unanimous consent in the U.S. Senate on 28 February 2018, expressing the sense of Congress that the U.S. government should encourage visits between U.S. and Taiwanese officials at all levels. President Trumps signature of the TTA indicates a breakthrough in Washingtons and Taipeis unofficial relationship at the price of U.S.-China ties. This is followed by Washingtons reluctance to allow American airlines to redefine Taiwan as a non-state—under Beijings pressure—on their websites. The Global Times reported a statement from China’s official newspaper pointing â€Å"China will and should take timely countermeasure if high-level contacts began to occur. The following weekend, the Chinese embassy in Washington express its firm opposition to the law. Whether any diplomatic will be send on an informal or formal visit in the future is unclear, however the effects of any dialogue would raise the tension that already exist.