Work-based report Essay Example | Topics and Well Written Essays - 4000 words

Work-based report - Essay Example This is a venture on which I filled in as a component of a group during my arrangement at the organization. The report plots the workplace of Criminal Records Company, the occasion, its experience and points, its results, and closes with exercises learnt. 1.1 Criminal Records Company Criminal Records is an elective music record name which was framed in 2004. From that point forward the mark has marked various groups and craftsmen in a proactive endeavor to help another music scene that has risen in the UK in inside the most recent five years called underground music. Since its development, the organization has been vigorously engaged with the advancement of groups. Criminal Records' ethos has consistently spun around development of ability, genuine ability that is natural not normal for innovation actuated creations. Today, the organization is pleased with the accomplishments of its program of artists and has appreciated the development and boundless advancement of the music the arti stes make. A portion of the victories that the organization has accomplish remember joint efforts for America, Japan and across Europe, selling out the vast majority of its UK visits, significant TV inclusion for its music recordings and innumerable radio playlists, incredible audits and incorporation of its music in TV, film and gaming destinations (Criminal Records, 2013). 1.2 Work Description The work dispensed to me while on situation at Criminal Records incorporates the accompanying undertakings; 1) Finding scenes for occasions and dealing with the setting database 2) Researching and staying up with the latest examinations of contenders 3) Analyzing and checking the focused on showcase for Company occasions 4) Planning for advertising exercises for Company occasions Apart from the above assignments distributed to me and various different laborers, I am additionally expected to complete different errands as might be allotted to me by the promoting director in the Publicity Depar tment, where I am assigned. The errands above are likewise to be completed by a group in the office in which I am part and along these lines I am not working alone in achieving them. 1.3 The Work-based undertaking Bringing Club Nights from Criminal Records Company toward the West Midlands in the UK is a venture that was brought about by the organization a little while to its acknowledgment and in which I was incorporated from the arranging stage to its usage. The task principally includes acquaintance of ‘Club Nights’ with the West Midlands territory of the UK. Club Nights is a melodic item from Criminal Records which is for the most part dependent on the mainstream society of ‘Clubbing’ however presents another part of various current music principally from obscure underground performers with unprecedented ability. During the whole undertaking a task group of individuals from various branches of the organization designs, composes and executes the venture. I am an individual from the occasion promoting group, a littler group shaping piece of the entire sorting out system. This incorporates examination and association for exposure, commercial and greeting of individuals to the occasion. The occasion itself includes a night of club music and move in the West Midlands zone in which our company’s artistes will present to the members their new style of melodic workmanship in various exhibitions running for three hours of a night. The undertaking association scales the entire scope of courses of action for a music occasion from scene game plan, music readiness, solicitations to security and coordinations. 1.4 Background of the Event Club Nights is one of the occasions sorted out by Criminal Records for music darlings in the bigger urban areas in the UK, prevalently in the South East. The way of life of Club Nights has been famous in London for quite a while being an enormous city with endless conventional and contemporary types of mu sic being performed. In any case, in the previous barely any years Criminal Records has presented another melodic exhibition item focusing on the new age of

Affording EU Homes

The regularly rising lodging request in Europe, and without a doubt everywhere throughout the world is constraining nations to create measures guaranteeing that all individuals across pay lines get not too bad accommodation.Being among premise human rights, states are committed to create and keep up frameworks that reliably help residents with their lodging needs. In such manner, singular EU nations are under, the Union expected to guarantee that the premise human right of hosing is given, disappointment of which could prompt disciplinary activity from the secretariat just as mocking from other members.However, the inquiry whether the Brussels ought to have a state in part nation lodging arrangement has been rising and reliably bantered at national and provincial level. As a commitment to this discussion, this paper will research whether the European Union as a body has a section to play in national hosing approach improvement; it will be contended that Brussels has no task to carry out at the national level. In any case, Brussels ought to give rules and focuses to be trailed by singular part countries.The paper will pass Italy's decentralization and Localization of lodging issues as the best system that EU ought to copy.â The closing part would emphasize on significant focuses made in the paper.Brussels' Role in National Housing PolicyCurrent course of action at the provincial levels have national governments assume responsibility for their country's lodging arrangements (Priemus, 2006, p. 1). This guarantees singular nations create and keep up strategies that are in accordance with national interest. Furthermore, nations can shrink through business cycles influencing their enterprises without influencing other nations.Having every nation deal with lodging strategies further imply that part nations can see and learn for best practices utilized in various countries. This assorted variety of approaches are hard for EU authorities to oversee, which clarifies wh y national governments should keep taking the inside stage.Despite the freedom of national governments in dealing with their nations' lodging markets, it has been accounted for that the European Union has been gradually making advances into the administration of the area, an issue that numerous nations are not entirely alright with (Priemus, 2006, p. 1). The EU comes into the administration hover for the sake of smoothing out lodging industry in the whole area. One course that is reliably utilized by the EU is the appearance of guaranteeing that social parts of lodging are met by all members.That is, individuals from the network without capacities to give themselves cover are thought of and similarly joined in. Because of the need of giving safe house to all in the district, EU specialists have been pushing national governments to receive a solitary way to deal with the issue. This anyway requires insignificant state intercession and expanded job of the European Union in running of lodging issues in the region.The loss of national control of the lodging market isn't being messed with by European governments and the electorates. One explanation being that the part is viewed as so indispensable to such an extent that the state and nearby partners must be engaged with everyday running of the industry.National governments should less be associated with the administration of lodging industry as is in Italy, which implies that even the EU should avoid lodging. Reason: the one-size-fits-all arrangement of advancement would not be compelling in meeting lodging objectives than the strategy of decentralization (Eurofound, 2006, p. 7).ReferencesEyk, H. (2002). EU and Housing. Amsterdam. Lodging Ministry.Eurofound, (2006). Social Dimensions of EU Housing. Dublin: Eurofound.Longo, G. (2006). Coupling Localization and Urbanization of Housing in Italy.â Ljubljana: Â â â â â â ENHR.Premus, H. (2006). EU and National Housing Systems. Ljubljana: ENHR.Toa, A. (2007). It alian Housing Policy. Roma: University of Roma.

The legitimacy of the armed struggle of the Tamil Essay Example For Students

The authenticity of the equipped battle of the Tamil Essay individuals Democracy may mean consenting to the standard of the majority,but popular government likewise implies governments by conversation andpersuasion. The conviction the minority of today maybecome most of tomorrow that guarantees the stabilityof a working popular government. The act of popular government inSri Lanka inside the bounds of a unitary state served toperpetuate the severe standard of a changeless Sinhalamajority. It was a changeless Sinhala greater part, which through an arrangement oflegislative and managerial acts, running fromdisenfranchisement, and normalization of University admissions,to oppressive language and work approaches, and statesponsored colonization of the countries of the Tamil people,sough to set up its authority over individuals of Tamil Eelam. These authoritative and regulatory acts were strengthened fromtime to time with physical assaults on the Tamil individuals with intentto threaten and scare them into accommodation. It was a courseof direct which driven in the long run to ascent of Tamil militancy in themid 1970s with, at first, inconsistent demonstrations of viciousness. The militancywas met with wide extending retaliatory assaults on increasinglylarge areas of the Tamil individuals with aim, by and by tosubjugate them. In the late 1970s huge quantities of Tamil youthswere kept without preliminary and tormented under emergencyregulations and later under the Prevention of Terrorism Actwhich has been portrayed by the International Commission ofJurists as a smear on the rule book of any acculturated nation. In1980s and from that point, there were arbitrary killings of Tamils bythe state security powers and Tamil prisoners were taken by thestate when suspects were not found. We will compose a custom paper on The authenticity of the equipped battle of the Tamil explicitly for you for just $16.38 $13.9/page Request now The prelude to the Universal Declaration of Human Rightsreads: Whereas it is fundamental if man isn't constrained as alast resort to disobedience to oppression andoppression, that human rights ought to be protectedby the standard of law.The ascent of the equipped battle of the Tamil individuals comprised theTamil insubordination to a proceeding with Sinhala mistreatment over aperiod of quite a few years. The gross steady and continuingviolations of the human privileges of the Tamil individuals have been welldocumented by endless reports of human rightsorganisations just as of free spectators of the SriLankan scene. Walter Schwarz remarked in the Minority Rights GroupReport on Tamils of Sri Lanka, 1983The makings of a beset opportunity movementnow appear gathered: saints, detainees and apitiful mass of evacuees. Talk of Biafra which hadsounded lost in 1975, appeared to be less incredible afew years after the fact As this report goes to press inSeptember 1983, the general standpoint for humanrights in Sri Lanka isn't promising. The presentconflict has risen above the exceptional considerationof minority rights and has arrived at the point wherethe essential human privileges of the Tamil people group therights to life and property, the right to speak freely of discourse andself articulation and opportunity from self-assertive arresthave truth be told and in law been liable to net andcontinued infringement. The two networks aremow energized and proceeded with suppression coupledwith monetary stagnation can just producestronger requests from the troubled minority,which except if there is an adjustme nt in bearing by thecentral government, will bring about a strongerSinhalese backfire and the chance of outrightcivil war. David Selbourne commented in July 1984: The violations submitted by the Sri Lankan stateagainst the Tamil minority against its physicalsecurity, citizenship rights, and politicalrepresentation - are of developing gravity.. Reportafter report by fair-minded bodies By AmnestyInternational, By the International Commission ofjurists, By parliamentary agents from the Westby columnists and researchers have set out obviously thescale of developing degeneration of the political andphysical prosperity of the Tamil minority in SriLanka Their motivation speaks to the very substance ofthe reason for human rights and equity; and to denyit, degrades and decreases all of us. .ud203bb3b24016a99117acfddd23d25b0 , .ud203bb3b24016a99117acfddd23d25b0 .postImageUrl , .ud203bb3b24016a99117acfddd23d25b0 .focused content region { min-tallness: 80px; position: relative; } .ud203bb3b24016a99117acfddd23d25b0 , .ud203bb3b24016a99117acfddd23d25b0:hover , .ud203bb3b24016a99117acfddd23d25b0:visited , .ud203bb3b24016a99117acfddd23d25b0:active { border:0!important; } .ud203bb3b24016a99117acfddd23d25b0 .clearfix:after { content: ; show: table; clear: both; } .ud203bb3b24016a99117acfddd23d25b0 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; darkness: 1; change: mistiness 250ms; webkit-change: murkiness 250ms; foundation shading: #95A5A6; } .ud203bb3b24016a99117acfddd23d25b0:active , .ud203bb3b24016a99117acfddd23d25b0:hover { haziness: 1; change: obscurity 250ms; webkit-change: haziness 250ms; foundation shading: #2C3E50; } .ud203bb3b24016a99117acfddd23d25b0 .focused content region { width: 100%; position: relative; } .ud203bb3b24016a99117acfddd23d25b0 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content improvement: underline; } .ud203bb3b24016a99117acfddd23d25b0 .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .ud203bb3b24016a99117acfddd23d25b0 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe range: 3px; box-shadow: none; text dimension: 14px; text style weight: intense; line-stature: 26px; moz-outskirt sweep: 3px; content adjust: focus; content embellishment: none; content shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .ud203bb3b24016a99117acfddd23d25b0:hover .ctaButton { foundation shading: #34495E!important; } .ud203 bb3b24016a99117acfddd23d25b0 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .ud203bb3b24016a99117acfddd23d25b0-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .ud203bb3b24016a99117acfddd23d25b0:after { content: ; show: square; clear: both; } READ: Improvisation dependent on content EssayA Working Group led by Goran Backstrand, of the SwedishRed Cross at the Second Consultation on Ethnic Violence,Development and Human Rights, Netherlands, in February 1985concluded:There was a general accord that inside SriLanka today, the Tamils don't have the

Baylor College of Medicine Admissions

document.createElement('audio'); https://media.blubrry.com/admissions_straight_talk/p/www.accepted.com/hubfs/IV_with_Karen_Johnson_Jesus_Vallejo_Baylor_Med_2017.mp3Podcast: Play in new window | Download | EmbedSubscribe: Apple Podcasts | Android | Google Podcasts | Stitcher | TuneIn | Spotify I’m really pleased to have back on the show Dr. Karen Johnson, Associate Dean for Admissions at the Baylor College of Medicine and Dr. Jesus Vallejo, Assistant Dean for Admissions at Baylor College of Medicine. When recently looking at our downloads, I noticed that one of our most popular medical school admissions shows was my interview with Drs Vallejo and Johnson almost exactly two years ago. Fortunately, they agreed to come back. Welcome to Admissions Straight Talk, Dr. Johnson and Dr. Vallejo! Dr. Johnson, can you give an overview of Baylor College of Medicine’s curriculum? [1:40] Like all curricula, we’re evolving. As medicine changes and grows, we adapt to that as well. We have curricular committees that look at evidence related to medical education and medicine – right now we’re in the midst of a curriculum reform. Our curriculum is structured with 18 months of foundational sciences, followed by clinical cores, electives and selectives, and time to do study away or study abroad. We’ve had our 18-month foundational science curriculum for almost 30 years. Over the last decade, more medical schools have adopted that model. It gives students more opportunities to explore their other areas of interest. Baylor shortened the pre-clerkship portion to 18 months long before it was popular and a trend. What are some other innovations that you anticipate with the current curriculum redesign?  [3:45] Dr. Johnson: We’re revamping the curriculum over the next two years, building on what we have now. We’re looking to incorporate new modes of teaching – such as reversed classroom modalities (with more hands-on activities in class). We’re developing our medical education leadership. The next generation has to be prepared for the big picture – professionalism, policy, population health. We’re mindful of and trying to be ahead of the curve of issues that the next generation of physicians need to be prepared in. Dr. Vallejo: It’s very important that even in the preclinical years, students need to start thinking like clinicians. We emphasize clinical reasoning very early in the training. Dr. Johnson: Physicians need to be teachers, but that’s rarely formally taught. We facilitate teaching opportunities – we want our students to learn that skill. That’s something we really are excited about here. Your website mentions opportunities for students to customize their education. Can you give examples of what that means?  [7:45] Dr. Vallejo: Students come to Baylor with a lot of ideas of what they want to do. We developed the idea of tracks – for example, for students who are interested in public health, or research, etc, they can enroll in a customized track with a set of experiences around that interest. Of the graduating class, a third of the class were on some type of track – and a few students did two. Examples included medical ethics, geriatrics, etc. So that’s what we mean by customizing your education – there are a lot of opportunities. A lot of applicants are interested in global health or business. We do have a joint degree with an MBA, but for students who don’t want to do a full additional degree, the healthcare policy and management track is a good option. What are other examples of tracks available?  [10:00] Dr. Vallejo: Geriatrics, genetics, global health. There are seven tracks total. We’re the only school of tropical medicine in North America, so that’s a special opportunity within the global health track. Dr. Johnson: Our tracks have developed with our curriculum, based on student interests, and we expect them to continue to evolve. We listen to our students. What are some changes to the Baylor admissions process, this year, if any?  [12:15] Dr. Johnson: It changes but doesn’t change at the same time. The MCAT is an example. We had to adapt to the evolving state of healthcare: physicians have to learn very complicated systems of healthcare. We are looking for leaders across the full arc of medicine: the great clinician, but also the great clinical scientist who’s engaged in research. The policy maker. We truly embrace a holistic approach and embrace diversity – not just ethnic diversity, but experience, background, geographical, where you went to school†¦ Metrics are important, but not the end-all. The committee spends a lot of time. We don’t just have science majors applying to med school – we look for diverse backgrounds and interests. The new MCAT is now almost two years old. Are you and your staff now comfortable with it? Do you feel it is an improvement? Any preference this year, between the old and new MCAT?  [16:15] Dr. Vallejo: To say we’re comfortable would be an overstatement. We continue to learn as we review subsections, etc. We’ll have to see the first class of the new MCAT graduate to see how the MCAT correlates with med school performance. The majority of students this year applied with the new MCAT. Does Baylor have a preference in admission for Texas applicants?  [17:55] 85% of the entering population are Texan. We do get Texas state funding – we’re working to make inroads in the physician shortage, and we’re partnering with the state to train Texans. So we have an institutional goal that the majority of the class will be Texan. But we’re still very interested in non-Texan applicants. We want everyone who’s interested – Texan or not – to apply. Should applicants have both clinical and research experience?  [19:50] Dr. Vallejo: We would like applicants to have clinical exposure, because you have an understanding of what a doctor does. But we understand it is getting harder for people to do that in many places. We would like people to have an understanding of what a doctor does. So it’s important to have exposure to the medical field, even if it’s not clinical experience directly. What about research?  [22:25] Dr. Vallejo: It’s the icing on the cake. All physicians need to be able to think critically, and research is a great way to develop those skills. If you have the opportunity at your institution, it’s great. But a lack of research won’t keep you out. Dr. Johnson: Next generation physicians need to be able to analyze a lot of information from different sources rapidly. Exposure to research is a way to gain those skills. Research is also a way to show and talk about your teamwork. Medicine is a team sport – when it comes to the best patient outcomes, it’s all about the team, and research is about the team. From an admissions perspective, what’s the role of the secondary?  [25:30] Dr. Vallejo: The secondary is mandatory. We want to make sure they don’t repeat what they told us in the primary (which is normally about how they came to medicine). In the secondary, it’s about – Why Baylor? Why is Baylor a great fit for you, and why are you a great fit for Baylor? Dr. Johnson: This is where you make your case – how are you unique with regard to our school and our mission? Don’t miss the opportunity! Baylor received 7587 applications for the class that entered in 2016 and interviewed 847. When you’re reviewing applications and trying to decide whom to invite for an interview, and the applicants are qualified and competitive, what separates those competitive applicants who get invitations from those who do not?  [28:45] Dr. Johnson: The committee may look at credentials differently from another med school. We’re looking for people who fit the mission. Now, there are certain thresholds of metrics that say students will be successful. If a student presents an application with a GPA of 2.5 or an MCAT in the 30th percentile, we think they probably can’t be successful here. There’s no cut-off to say what’s too low, but we know what the challenges of our curriculum are. An 18-month basic science curriculum is very challenging. Once a student is accepted and matriculates, we bring all our resources to bear to help them be successful. But if we don’t think someone can be successful at Baylor, we won’t admit them. We’re looking for people who can do the work and fit the culture and mission. Dr. Vallejo: There might be people listening who have a 4.0 and a 528 and didn’t get invited. It’s a holistic review – we look at experiences and personal qualities, what the letters of rec say about you, etc. Dr. Johnson: If we only wanted to look at metrics, we could do that by computer. That wouldn’t show the qualities that will make someone a great physician in the future. Dr. Vallejo: An experienced, humane committee like we have is very good at looking at those qualities. I was talking recently with a medical school professor and he expressed concern that students are focused on preparing for the Step 1 exam, given how heavily its weighed by residency programs. In his words â€Å"students are just going into test prep mode from day 1 and skipping the whole curriculum. All they want are study tools. What they’re missing is the career prep value in pre-clinical years – things like clinical reasoning and professionalism are at least as important as Step 1 for their clerkships and residencies.† Do you share that assessment and how is Baylor dealing with this concern?  [36:45] Dr. Vallejo: I don’t see that as an issue here at Baylor. Our students score high on Step 1. The fact that we have a lot of small groups early on brings them into our culture. We emphasize to our students that they should engage in other things. Also, the fact that we have P/F in the basic sciences leads to less pressure. Dr. Johnson: Very early, they’re already very test oriented. But we integrate the humanistic side of medical care very early in the training. We want them to grow in a balanced way to become competent, compassionate, community serving people – and you can’t do that just studying for tests. Our students form strong networks and go out into the community. And partly because of the 18-month curriculum, they can explore their passion for other topics. In preparing for this call, I came across the Progress Notes, the student magazine of Baylor College of Medicine, which I highly recommend to anyone considering Baylor. The ones I read focused on maintaining a sensitivity and humanity in the practice of medicine. Do you think that focus reflects Baylor or the individuals who wrote the posts that I saw?  [41:15] Dr. Johnson: I think it shows the admissions committee is doing a good job! We’re looking for a smart person who’s intellectually curious and committed to solving difficult problems, but at the end of the day understands it’s about the person you want to help. That’s what we as an institution want to do. Dr. Vallejo: One of our recent grads was just featured in a video and he mentioned all those same things – compassion, creativity – it showed the kind of person our institution attracts. Dr. Johnson: Baylor College of Medicine is open to hearing from prospective students – we want to help people see whether we’re a good match. Do you have any advice for people planning to apply in the future – say, two to four years out?  [45:15] Dr. Vallejo: Start everything early. Research the schools you’re interested in. Meet with your academic advisor. Get to know faculty mentors, because you’ll need letters of rec. You need strong letters that talk about your academics, community involvement, and personal qualities (not just a letter that says â€Å"she was in my course and earned an A.†). Dr. Johnson: More and more students are opting for a gap year. Some have a gap year imposed on them because they didn’t get in; others choose it. In your application, explain what you’ve been doing during that time – why did you need a gap year and how did it benefit you. Career changers and non-traditional students need to show they have a motivation for and understanding of what they’re planning to do. Any advice for people applying now?  [53:30] Dr. Johnson: 1. Get the application in early. Spend time with the essays and especially the Baylor supplement. Submit good letters. 2. Stay connected – visit the websites of schools you’re applying to. If your target school has an average GPA of 3.9 and yours is 3.2, it’s a reach for you. But also take the time to learn about the curriculum and opportunities. 3. Do honest reflection on your credentials. Don’t waste time applying to schools where you definitely won’t be a good fit. Related Links: †¢Ã‚  Baylor College of Medicine †¢Ã‚  BCM Progress Notes †¢Ã‚  Baylor Secondary Essay Tips †¢Ã‚  Baylor College of Medicine Student Profile †¢Ã‚  5 Part Framework for a Successful Medical School Application Related Shows: †¢Ã‚  Focus on Fit †¢Ã‚  HMX – Harvard Medical School’s Online Option for Everyone †¢Ã‚  A New Approach to Training Doctors: The University of Connecticut’s M Delta Curriculum   †¢Ã‚  Amy Ho: An ER Resident Who Connects with Patients and Society †¢Ã‚  Get Accepted to Hofstra Medical †¢Ã‚  Johns Hopkins Medical: How to Get In †¢Ã‚  Texas AM’s EnMed: Combining Medicine, Engineering and Innovation Subscribe:

Implications Of Stress. Stress, One Of The Most Common

Implications of Stress Stress, one of the most common occurrences in an individual’s life. A definition used to describe stress is â€Å"a state of mental or emotional strain or tension resulting from adverse or demanding circumstances† (Oxford Dictionary, 2017). In the field of law enforcement, police officers undergo adverse and demanding circumstances each day. The job requirements of a police officer are considered to be ambiguous. During a twelve hour shift an officer maybe more of a social worker to enforcing the law. With the surprises and vagueness, which comes with the job can add stress overtime. This paper will exam the consequences and seriousness of stress to officers and their families. It will discuss the influence†¦show more content†¦The impact of stress is not limited to the job, but other factors as well. An article composed by Roberts and Levenson states â€Å"stress and physical exhaustion police officers experience leads to a myriad of psychological, lifestyle, and relationship problems including divorce, alcoholism, domestic violence, and emotional disturbances† (2001). However, stress does not only impact the officer, but also the officers’ family, and maybe friends. Figley (1983) coined the phrase â€Å"secondary traumatization† to describe the finding that individuals living in close proximity to victims of violent trauma can themselves become indirect victims of that trauma† (as cited by Tara Galvoski and Judith Lyons, 2003). Even though a family member did not live the experience, they deal with the symptoms that follow stress, which causes strain in the relationship. Family members who deal with PTSD can be compared living in the same cycle as a domestic violence. 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Attachment Theory and Parenting Style Influence on...

Caregivers play a primary role in how a child may develop. The daily interaction between the caregiver and child continually changes the pathway in which the child may take. How the child is raised and the parenting style used is a significant influence on that development by affecting the relationship between parent and child. This supports the Attachment theory in which emphasizes relationship between the child and caregiver as a key factor in development. My Caregiver’s Parenting Style My parents, my father specifically, believed that children should obey their elders without question and without hesitation. This outlook on parenting stems from their cultural background as Vietnamese immigrants. In my culture, family is structured†¦show more content†¦1245). Observations of Variations in Parenting Styles Authoritarian is only one of three parenting styles that Baumrind details. The other two styles include authoritative and permissive. These two variations in parenting styles were seen in the way my relatives and friends’ parents approached parenting. I observed how the parents of my close friend handled parenting. They maintained control over aspects in my friend’s life like school and chores but allowed the freedom to make decisions in areas of social activities. The most striking difference between my parents and my friend’s is the use of reasoning and the expression of warmth. Her parents provided justification behind their commands and or punishments while maintaining a sense of love and affection. The bond and love that is evident between my friend and her parents is not as strong in the relationship between my parents and me. The style that her parents exhibit is known as authoritative because of their focus o n some parental control, use of reasoning and warmth. While on the other hand, my cousins raised their children in a completely different manor using a permissive parenting style. 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Literacy Autobiography free essay sample

My writing skills, to say the very least, were not very developed. As time passed, however, my views toward writing and reading began to change and my ability to write evolved. My reminiscing begins with preschool and there, my first encounter with writing. It was an uncomfortable day, especially since I was wearing a tiny little suit made for a three year old child. The heat did not make it any better. Days in Burma were at best, sweltering. They are always around eighty or ninety degrees; the worst days were days when the temperature reached to about a hundred degree Fahrenheit. It was my first day at preschool; the preschool I went to was for learning English. My family decided learning English was much better than learning Burmese. After a week of initiation at preschool, we were introduced to writing. They gave us sheets of papers with faint outlines of the alphabet for us to trace. I traced them in class; I traced them at home; and I traced them at my relatives’ homes. Basically, I traced them until I knew how to write the alphabet backwards, frontwards, inwards, and outwards. I didn’t like tracing the alphabet at all; my letters were all skewed and scratched. They were like chicken scrawls. Preschool was all about easing into the basics of writing and talking. We had these â€Å"cycles of conversations† where we answer questions the teacher asked us and where we asked each other questions. Reading sounds and vowels were introduced to us only a little in preschool. This was an important time for me, because it was a period for learning the foundations for writing, which I will use for the rest of my life. After I was finished with preschool, I was enrolled into a private elementary school. It was an escalator type of school, which meant that elementary school, middle school, and high school were joined together, but in different sections. The name of the school, if I can recall it, was called YIEC. I went through a part of elementary school, from first to third grade, there. The first day of first grade started out bad. It was short—way too short. My hair was fashioned into one of those incorrigible traditional, ubiquitous and short Burmese haircuts; the haircut is something similar to a bob haircut, except it was much cruder and much shorter. To put it plainly, it resembled a coconut. I did not like it at all; short hair has been and will always be the bane of my life. It was the first day of my first grade life. This was the grade where I was first distinctly aware of my dislike for writing, reading, and short hair; it was also the grade where I became closer towards my best friends, my cousins. I was five years old. Now, one might think that on the first day of first grade, a child would not have any friends with him, but she would not be necessarily right. I was lucky to have been born with two very close cousins; we were all best friends and our births were only days apart. We were known as â€Å"The Three Mice† among our relatives and families. Another extensively affectionate name was â€Å"The Three Monkeys†. Contrary to general opinions, I liked to think of us as â€Å"The Three Musketeers†. These two names have still stuck to this day, to a tender age of sixteen; my mother still calls me â€Å"mouse† or â€Å"monkey†. On this day, we three best friends went to first grade together. First grade was an important milestone for us. We formally learned how to read more fluidly. That is, we learned how to sound out words, pronounce them properly, and learned how to read simple rhymes and beginner fiction books. I liked reading those simple rhymes and beginner fiction books. Reading improved my writing skills a bit and it became a well-liked (well, almost well-liked) thing for me, but writing, however, was still not likable. My cousins and I read, wrote, and spoke together. We were all practically inseparable; the fact that our houses were only about 40 paces away from each other also didn’t help. Our mothers liked to say our butts were glued together and liked to call us wild monkeys. My cousins had a lot of influence on my writing and reading skills. We learned elementary English together. We also learned Chinese from a private tutor. The tutor would come to one of our houses and we all would learn basic Chinese from him in an after-school session which lasted about 2 hours. Then he would give us some homework suitable for first-graders. I hated it all. It was a tedious process to learn Chinese. The only way to learn Chinese is through tedious amounts of practice, rewriting and studying the words. This is perhaps the reason why I did not liked writing very much then and why I write sentences with a tinge of Chinese influence. Sentence structures for Chinese and English are very different. Time passed and our writing and readings skills in English and Chinese improved considerably. We had just finished third grade when an unexpected storm would overtake us. My family decided to leave Burma and go to the United States. We arrived in California and started living in Daly City. It was an uneasy transition to fourth grade for me and a sad farewell with my close cousins didn’t help. My school experiences were different there compared to my experiences in my home country. The teachers were different there and I didn’t have much friends. I went through fourth, fifth, and sixth grade there pretty much as a â€Å"loner†. Sixth grade was troublesome. I still didn’t have any real friends like my cousins; I distantly conversed and interacted with the students there, but none of them were like my cousins. I pretty much remained aloof to my fellow students and they in turn remained aloof to me. Some of them tried to talk to me, but I had no words for them and shrugged off their attempts. It was there, in sixth grade, that I also had my troublesome first encounter with the dreaded enemy, the essay. I was taught the basic structure of an essay. It was the title and the five paragraph structure with an introduction, three body paragraphs, and a conclusion. My teachers burned this format into my mind. Looking back at the essays from my elementary school life, I have found that I wrote very badly and simply. My sentence structures and variations were bad and my spelling was worse; simply put, my grammar was bad. My thesis, introduction, and supporting details were also bad. This increased my dislike for writing even more so than the time I spent in Burma, but all that would soon change with graduation from elementary school closing in. I was proficient enough in reading to tackle on a relatively hefty fiction book and understand it by then, so urged on by friendlessness, change, proficiency and teachers, I turned to reading. The first real fiction book (simple rhymes and beginner fiction books do not count) I read was called Dragon Rider by Cornelia Funke. By the time I finished reading it, I was infatuated with reading. Needless to say, my mind was blown—in a good way. There were many words I did not understand in that book, but nevertheless, I loved it. I still have the book, which is worn out from repeated readings—I have read it more than six times. From then on, I read more and more fiction books about dragons and magic. To this day, I am still avidly reading fiction books about fantasy. This was the biggest turning point in my reading and writing life. My perspective about writing was turned upside down. I admired the sentence structures, the variety of words, the sounds, and most of all, I admired the dragons, and the innovativeness the author used. I wanted to be able to write like this author, but I didn’t have the motivation nor a real determination to practice and improve my writing. Thus, my writing skills only got better through needs—homework and class-work assigned by teachers. Middle school came and I was changed by then. I made friends and read books. I also made three best friends who are as close to me as my cousins were. I made my first library card with my mother and sister accompanying me. Needless to say, I was very excited to have access to a whole boatload of fiction books with a flourish of a card. Middle school passed by quickly with me reading books and playing fantasy games; my addiction with that type of game most definitely stemmed from fantasy books. By the time I was nearing the end of eighth grade, I had finished reading all the interesting fiction books that were around my age level in the library, so I turned to online borrowing. That is, I went to my library account online and borrowed books from other libraries far away. I visited the library once every two weeks to pick up my books; I had trouble carrying them because I sometime went as far as to hold ten books online. I graduated middle school with my best friends and with my mind never straying too far from a good read. Reading all these books has made an impact on my writing. It has undoubtedly improved my vocabulary, but there wasn’t much improvement in my writing skills. There wasn’t much improvement in my writing skills from reading these fantasy books because I liked to focus on the magic and storyline more than I liked to on sentence structures and writing; it was also because non-fiction books are much better to use as a foundation on which to improve your writing. At the first day of high school, I came with my writing arm in a blue cast and a sling to mark my transition into high school. I had to use my left hand to write; this made my writings looked like a preschooler’s. Those two months were tedious and agonizing, but I learned a lesson: writing well should be a top priority! That was the only momentous event during my ninth grade year. The rest of the year passed amiably with more essays assigned to me for my English classes. My writing skills improved only a bit more as I finished ninth grade. Tenth grade passed without any momentous changes in my writing also. More essays were assigned to me and I did them all; my writing was certainly a bit better than last year. I was getting B+ and A- on my essays. I wanted to improve my writing because of that so I had a short fling with professional essays. I tried to write more like these writers, because one good way to improve your writing was to imitate and use better writers’ writings. This was self-initiated; I did it even though it wasn’t my homework or a requirement. My motivation only lasted a while and tenth grade came to a close and I still did not have any real motivation to improve my writing. This was my mindset about writing from ninth grade to the present, eleventh grade. My present attitude towards writing is more positive than my past attitude; I like writing enough to self-initiate and improve it once in a while, but I still like reading more. Recounting these cumulative experiences with writing, something has been dawned on me and something has been rekindled. Reminiscing has rekindled my desire to improve my writing and it has dawned on me that the only way to improve my writing considerably is to self-initiate and study great essays. As soon as eleventh grade finishes, I will recount my writing experiences again to intimately know my writings. I will also start a self-initiated writing and study other essays. From a wee little preschooler to a wee big high-schooler, my writings and motivations have changed for the better. Thus, with this recounting, I shall take with me these desire and motivation and self-initiation with me everywhere to my future high school experience, and to my college experience, and until my literacy career dies.