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Guide On Writing A Strong Statement Of Purpose

What Is Meant By Statement Of Purpose?

A statement of purpose (SOP) is a written document that outlines a person's academic and professional background, career goals, and reasons for pursuing a particular academic program or job. It is typically required as part of the application process for graduate school, professional programs, and some job applications.

The purpose of an SOP is to provide the admissions committee or employer with a clear understanding of the applicant's background, interests, and goals, and how these align with the program or job they are applying for. It should also highlight the applicant's strengths and achievements, and demonstrate their potential for success in the chosen field.

Importance Of Statement Of Purpose In Academic Writing

In academic writing, the statement of purpose serves as a roadmap for the reader to understand the purpose and objectives of the research or paper. It is important because it:

Clarifies the scope and focus of the research: The statement of purpose clearly defines the research questions or objectives, which help the reader understand what the research is about and what the researcher intends to achieve.

Establish the relevance and significance of the research: The statement of purpose explains why the research is important, its potential impact, and how it contributes to the existing body of knowledge in the field.

Demonstrate the researcher's competence and credibility: A well-written statement of purpose can demonstrate the researcher's knowledge and expertise in the field and establish their credibility with the reader.

Provide a framework for the research: The statement of purpose can serve as a guide for the research process, helping the researcher stay focused on their objectives and ensuring that the research stays on track.

Helps the researcher stay motivated and engaged: A clear statement of purpose can help the researcher stay motivated and engaged throughout the research process, as they are reminded of their goals and objectives.

In summary, the statement of purpose plays an important role in academic writing as it provides a clear understanding of the research or paper's objectives, relevance, and significance, and helps guide the research process. If you want to write a powerful SOP, hire our best Assignment Helper in Hong Kong Service to write the quality content effectively.

Tips For Writing A Good Statement Of Purpose

Here are some tips for writing a good statement of purpose:

Know your audience: Research the institution or organization to which you are applying and tailor your statement of purpose accordingly.

Be concise and specific: Clearly state your goals and objectives in a clear and concise manner. Avoid using unnecessary jargon and technical terms that may confuse the reader.

Use a professional tone: Your statement of purpose should be written in a professional and formal tone. Avoid using colloquial language or humor.

Highlight your strengths and achievements: Use your statement of purpose to showcase your strengths, accomplishments, and experiences that make you a good fit for the program or job.

Explain your motivation and passion: Share your motivation and passion for the program or job you are applying for. Explain why you are interested in pursuing this particular path and what you hope to achieve.

Show, don't tell: Use specific examples and anecdotes to illustrate your qualifications and achievements. This will help the reader understand your potential and how you can contribute to the program or organization.

Edit and proofread: Before submitting your statement of purpose, make sure to edit and proofread it carefully. Check for grammar, spelling, and punctuation errors, and make sure your writing is clear and concise.

By following these tips, you can write a strong statement of purpose that highlights your strengths, qualifications, and potential for success in the program or job you are applying for.

Points To Remember When Writing A Statement Of Purpose

When writing a statement of purpose, it is important to remember the following points:

Be specific and concise: State your goals and objectives in a clear and concise manner. Avoid using vague or general statements that could apply to anyone.

Highlight your strengths: Use your statement of purpose to showcase your strengths, accomplishments, and experiences that make you a good fit for the program or job.

Show your passion: Share your motivation and passion for the program or job you are applying for. Explain why you are interested in pursuing this particular path and what you hope to achieve.

Tailor your statement of purpose: Research the institution or organization to which you are applying and tailor your statement of purpose accordingly. Make sure to address specific aspects of the program or job that interest you.

Use a professional tone: Write in a professional and formal tone. Avoid using colloquial language or humor.

Provide evidence: Use specific examples and anecdotes to illustrate your qualifications and achievements. This will help the reader understand your potential and how you can contribute to the program or organization.

Edit and proofread: Before submitting your statement of purpose, make sure to edit and proofread it carefully. Check for grammar, spelling, and punctuation errors, and make sure your writing is clear and concise.

By keeping these points in mind, you can write a strong statement of purpose that highlights your strengths, qualifications, and potential for success in the program or job you are applying for. You can communicate with our top Assignment Helper in Hong Kong Service in your field by writing an impressive SOP.

Statement Of Purpose Structure Or Format

The structure or format of a statement of purpose may vary depending on the specific requirements of the institution or organization to which you are applying. However, a basic structure for a statement of purpose could include the following sections:

Introduction: The introduction should provide some background information about yourself, your academic or professional background, and your motivation for pursuing the program or job you are applying for.

Academic or professional background: This section should provide an overview of your academic or professional background, including your relevant experiences, achievements, and qualifications.

Goals and objectives: In this section, you should clearly state your goals and objectives for pursuing the program or job you are applying for. You should also explain how these goals align with your academic or professional background.

Relevance and significance: This section should explain why the program or job you are applying for is important to you, its potential impact, and how it contributes to the existing body of knowledge or field.

Conclusion: The conclusion should summarize your main points and restate your motivation for pursuing the program or job. You may also include a final statement that emphasizes your potential for success in the chosen field.

It is important to remember to tailor your statement of purpose to the specific requirements of the institution or organization to which you are applying and to use a clear and concise writing style. If you still find it difficult to prepare an SOP, then you can reach out to our Best Assignment Help Kowloon Online that you desire to get.

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[trmcfarlin]

The pandemic from my point of view

In my opinion, I think that the US could have prevented the spread of COVID-19. They were not requiring people to quarantine when returning from overseas. President Trump was saying, “We have it totally under control. It’s one person coming in from China. We have it under control. It’s going to be just fine.”  There were many people going to parties on the beaches of Florida for spring break and saying things like, "If I get corona, I get corona. At the end of the day, I'm not gonna let it stop me from partying," After the state of Colorado issued a stay-at-home order, Coloradans were saying that this violates their constitutional rights. My opinion is that young americans, in particular, feel like they cannot be told what to do.  They have lived in a generation of constant technology and “fake news”.  They don’t take things seriously because they have this idea that everything will be taken care of for them.

I am currently living in Colorado, USA. I did not have any intentions of going to the US until July, when our Beijing International school released for the school year.  My family had plans to spend Chinese New Year in China and do fun trips around the city of Beijing.  After things started closing and I started needing my temperature checked every time I left my apartment, I got worried.  I got worried that I could get sick and no one would be able to care for my three children. Most of my family lives in Colorado and I was alone in Beijing, caring for my family. I scheduled a flight that left Beijing on February 5th. The flight was very expensive and long.  We had to fly into Hong Kong and had a long layover in Los Angeles before arriving in Denver.  

When we initially came back to the United States, we self-quarantined for 14 days.  The CDC told us that they recommended us to quarantine, but we did not have to.  I was  worried that we could have caught the virus on the airplane.  I did not want to be responsible for bringing COVID-19 to Colorado.  After the 14 day quarantine, we enjoyed spending time with my mom, my grandma, and my dad. We would meet them for lunch, sledding, a mall trip, or a movie.  

My kids continued going the Beijing school after Chinese New Year. Online school started on February 9th.  The online school was challenging and the hours were really difficult for my kids. I didn’t like them staying up so late (past midnight).  So, I made the decision to put them in a public school in the US.  They started US school on March 4th. This was a difficult decision for me because the US schools were previously not up to my standards.  In the past, I had felt like class sizes were too large and the US schools focused too much on tests.  However, I really needed my kids to lead a schedule with normal hours.  They were also craving the social interaction that comes with going to an in-person school.  When they first started school in the US, we experienced a bit of racism. My kids are not Asian, but some of their classmates and their classmates’ parents said some very inappropriate things.  We heard things like, “You must eat dogs” and “You are going to spread Coronavirus to all of us”

On March 5, Colorado saw 2 cases of the coronavirus in the state.  This continued to increase.  Around March 11th, it became apparent that the schools were going to close in Colorado.  On March 12th, all DCSD after-school athletics, school clubs, and activities were cancelled until at least April 6.  On March 13th, they announced that schools will close for an additional week after spring break. On March 19th, Governor Polis signed an executive order suspending in-person learning in public and private schools across the state from March 23 to April 17.

I had been using library books to teach lessons to my students and this became no longer possible. I even tried to return my library books, which was not allowed either.

My daily life consists of waking up and drinking tea while watching the news.  I then make sure that my kids get started on their online assignments for the day.  I usually take a trip to the grocery store because my three kids eat a lot and empty the refrigerator.  Grocery shopping has become difficult because americans are panic buying.

When I return from the store, I double check all of my 3 kids’ assignments to make sure that they have followed directions. They need help understanding lessons and directions. Then, I start planning my lessons for the evening.  I am a teacher for an International School in Beijing.  After I plan out my lessons, I go out for some exercise. I run or bike daily.  I used to swim, but the gyms and recreation centers are now closed.  At 6pm, I eat dinner.  The time zone is different in the US than China, so I start teaching at 6:30pm. Then, I teach from about 6:30pm-midnight.

When a state of emergency was issued, I initially was so happy to see so many people outside. People were walking with their families, biking, skateboarding, skating, and playing frisbee. However, this started to get out of hand. I saw multiple kids playing on playground structures, people crowded the streets in the mountains, and people not maintaining a safe distance from each other.  This led to the national parks being forced to close and the governor issuing a, “Stay at Home” order. 

My daughter ended up in a situation where she was in pain and needed some teeth removed.  We thankfully got this done before the dentist offices closed. 

I really wish that americans would take on the view of togetherness, rather than looking out for themselves.  People hoard grocery store items and leave little for others because they are only looking out for themselves. 

Many young people say that they are not afraid of catching the coronavirus because they will recover just fine.  The problem is that they could spread the virus to others that will not be fine. 

I do have hope for our future, since I do believe that there are helpers in the US.  There are young children that will go out and spread positivity with art on the streets.

There are also programs that are providing food to the children who cannot afford to eat.

I just wish that the majority of the american population took on the view of working together, rather than the minority.  People are scared here and gun sales are on the rise because people want to arm themselves.  I am personally more afraid of guns and people killing each other, than anything else in this world. “In Colorado, more than 14,000 background checks for firearms transfers have been received in the last week, compared to about 7,000 checks conducted in the same timeframe last year” (ABC News, March 21, 2020)

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Coronavirus travel ban keeps thousands of maids from Hong Kong jobs - world news

Mimi Ysulat flew home to the Philippines for her mother’s funeral at the end of January. By the time she was ready to return to Hong Kong, where she’s worked as a maid and nanny for the past decade, she got another dose of bad news: in response to the coronavirus outbreak, the Philippine government had banned travel to the city, along with Macau and mainland China.Now the 48-year-old Ysulat is stuck in the Philippines for the foreseeable future, along with thousands of migrant workers, mostly women, who make up Hong Kong’s domestic labor force. “Helpers,” as they’re called, are critical to both economies. Having full-time, live-in childcare enables hundreds of thousands of Hong Kongers — mostly women — to work outside the home; the money helpers send home to the Philippines contributes to more than $30 billion in remittances that comprise about 9% of the country’s gross domestic product.With the coronavirus still spreading, there’s no telling when these women might be able to return to the families and households that rely on them. They’re worried they’ll lose their jobs, their income and their work permits. In a survey of more than 900 Filipina domestic workers in Hong Kong  by placement agency HelperChoice, almost half said they were affected by the travel ban or knew someone who was. Meanwhile, with Hong Kong’s schools, community centers and nurseries closed for another four weeks at least, families with absent helpers are scrambling to manage their own jobs in a childcare vacuum. “ are actually integral to Hong Kong. Without them, the local community will not be able to go out and work,” said Edwina Antonio-Santoyo, executive director of Bethune House Migrant Women’s Refuge, a charity that has been operating in the city since 1986. “There will be no one to take care of their children, take care of the elderly or to do the household chores.”Antonio-Santoyo is barely exaggerating. Like day cares and creches elsewhere in the world, migrant maids and nannies are critical to Hong Kong families, particularly those with children. By law, helpers earn a minimum of HK$4,630 ($596) per month, a not-unreasonable expense for two adults each earning Hong Kong’s median wage of HK$17,500.About 11% of Hong Kong households employ a domestic worker, a ratio that jumps to 30% among married couples with children and 43% when both parents work. The government credits the ready availability of foreign domestic workers with the rising labor force participation rate for female citizens as well.Yin Lo, a primary school teacher and mother of a three-year-old, said her helper got stuck in the Philippines after attending her daughter’s wedding and visiting her convalescent mother. She was flying Cebu Air Inc., which has halted flights to Hong Kong at least through the end of March.“If I wasn’t able to work from home, I don’t know what I’d do,” said Yin, who like most teachers hasn’t been required to go in during the closings, though lots of schools are still giving students assignments and online lessons. Her husband works in the financial industry and has been going into the office every day. Like Ysulat, who hails from a village 350 miles south of Manila, many domestic workers come from rural parts of the Philippines. Earlier this month, the country’s Labor Department announced that it would offer financial assistance and temporary housing to workers who’d gotten stranded in the capital en route to their jobs overseas.In the first week of February, more than 2,500 workers had collected the offered stipend of 10,000 pesos ($196)—about one-third of the minimum monthly salary for a helper in Hong Kong. With the flight cancellations extended through March, there may be as many as 15,000 Hong Kong workers stuck in the Philippines, according to Alfredo Palmiery, who leads a trade group of recruiters who help place Filipinos in Hong Kong households and elsewhere.If workers can’t return to work, their contracts and visas could be cancelled, Palmiery wrote in a letter to the governing board of the Philippine Overseas Employment Administration. “Most of the departing workers have already traveled from the provinces to Manila and have already incurred expenses, some of which they only borrowed,” he wrote, highlighting the families that depend on remittances. The Philippines lifted a short-lived ban on travel to Taiwan on Feb. 14. It may do the same for migrant workers to Hong Kong in the next two weeks, Foreign Secretary Teodoro Locsin wrote on Twitter Feb. 15: ‘Time to allow our domestic workers to return to their employers in Hong Kong. Eagerly awaited. HK has better facilities to contain virus.”Ysulat is among the relatively lucky ones. Her employers have said her position is safe and that they’ll continue to pay her. The problem, now, is collecting her salary. She gets paid in cash, which she typically sends home through a remittance service; her family claims it from a local pawnshop. She doesn’t have a bank account to receive a wire transfer from her employers.For now Ysulat’s family will rely on the money her husband makes as a rickshaw driver. If she can’t get back to work soon, she said they’d have no choice but to borrow from friends and neighbors to make ends meet. “I was just finished paying down my old debts,” she said.“And now I have to take on new ones. I’m back to zero again.”The travel ban has also affected workers on the Hong Kong side of the South China Sea. After 32 years as a maid and nanny in Hong Kong, Virgie Iniego was ready to go home on Feb. 7. Chemotherapy to treat throat and nose cancer left her with kidney damage, and she needs biweekly dialysis. Two days before what was supposed to be her final flight to Manila, the Philippine government suspended most incoming travel from China, Hong Kong and Macau. As a Philippine national, Iniego’s not banned, but she might as well be: Philippine Airlines canceled its flights through the end of March.‘I really want to go home to be with my family,” said Iniego, whose two sons live in Imus City on the outskirts of the capital. Her husband died a few years ago. “I am old and sick, and I want to be with my sons.’Not far from Ninoy Aquino International Airport in Manila, the Overseas Workers’ Welfare Administration converted a conference center into a sprawling help desk for stranded migrant workers.On Feb. 13, nearly a week after the government announced the travel ban, roughly a hundred people stood in line. They brought documents to prove their identity and employment abroad, and their tickets for their now-cancelled flights. In return, they got a stack of cash. It’s the third venue the welfare agency has commandeered since the restriction took effect, first tapping a shopping mall and then a sports complex to handle the volume. Some of the workers have come straight from the airport after being turned away at the check-in desks, their bags still in tow, taped up and ready for their big move. Last week, Dina Andales collected her stipend. She’d been traveling to a new position, and she wasn’t sure her employer would be willing to hold her job. Andales decided to stay in Manila — it would cost half the 10,000 peso allowance just to get back to her province, and the remainder wouldn’t cover the month’s expenses for her and her parents. The government says the travel ban is a protective measure, but Andales, at least, didn’t appreciate it. “We need to eat every day, and I’m not going to earn any money staying here ,” she said. “If I had a choice, I would rather just fly to Hong Kong. I can just stay indoors all the time to keep myself safe from the virus.”  Read the full article

[2-honey]

recreated KBTBB old parts+ new one

My last mission was to get into Japan's first casino hotel where a secret black-market auction was held. I was meant to catch the owner of the hotel along with anyone who contributed in the auction managing it or being a suppler. For three years, I have been tracking leader of Hong Kong mobster Ice Dragons; Soryu Oh, that lead me to the hotel of Ace of spade. I got into the hotel as a maid on the day of the auction. On the same day, they were hosting I.V.C. (International VIP Convention) for rich and famous people, reporters and onlooker so they can deal with the real business under their nose. The I.V.C is a world class party open to invited famous people only.  I met Erika, the manager of housekeeper short-tempered with two helper Rana and Kana. She showed me the staff apartment, the lounge, the reception and the Casino. According to my files, the only hotel in Tokyo that has a legal Casino before it was illegalized 5 years ago.  But the VIP floors and especially the suite in the penthouse is for elite staff only.  

As my first assignment, I was told to join the welcoming committee because there has been shortage of staff. I have greeted countless of people I can barely remember their face but the last one made an entrance. He came in with a woman on both sides. A flock of girls rushed in to greet him shouting the king continuously. As he passed by me, I saw a smirk o his face. That one smile sent a shock to my heart and made me realize that my target is on the move. It’s time to start my magic.

I headed to the elevators down to the IVC. Once I entered, I found a man wearing aced suit with a black chapeau with a sliver strap who looked he was out from a break up, his face had a mark of a slap.  He seemed familiar somehow but I can’t remember when or where I have seen his face before. However, he didn’t mind moving to next female he’s around. He walked towards me and made me stumble back till I hit the lift’s wall. My pulse rate was speeding up as he’s close as few centimeters. He lifted my chin then he whispered into my ears tickling me with his breath. “It’s seems I could go to the party with a date, what do you say my lady?” Elevator ring saved me I rushed out of there with all my might. I called my assist team to send Sakiko, a reporter I helped rescue from ice dragons once when she got so close to reveal their doings and she’s been my friend and great help to get me into places without being recognized. She entered the party started to check if there are some guides to where might the auction take place. Everything she was told I could hear it by the second using an earpiece designed like a necklace and earrings. As she used her reporting skills to get truth out of people I went to look for where the door to the auctions. I scanned the hall room for a secret door.

I heard someone coming so I pretended I was looking for my lens. Then I heard the voice of the man I feared and hated most, Soryu Oh. He ordered me to look for it and get out just to give me another reason to shoot him right now. I told him I can’t find it my eyesight is poor with it everything is blur. He said he’ll give a hand. He kneeled and went on to look as well. I made a wrong move there I thought he’d leave me be so I’d take my chance and resume my search. When I thought it can’t get any worse, I heard someone telling Sakiko that there’s a party called Mad Hatter’s tea party they could get together for some drinks. I hope he didn’t hear that. I shouted I found the lens and asked if he could lead me to the bathroom. As I entered, I heard him talking to a guy that the boxes are all loaded into the storeroom. Then the voices become lower and lower. That was my cue to go. I called Sakiko to get out ice dragons are in the hotel. Moments later I found the storeroom they talked about. There were all the stolen items reported one of the recent is the Venus vase. The next thing I know is smell of some drug then everything went black.

I started hearing sounds, they seemed far away I couldn’t make any sense of them. They started to become clearer. They were five different voices of men. One of the voices I heard before at the bathroom door is Soryu’s I’m sure of it. I opened my eyes but I couldn’t believe that the ones standing in front of me, are the strangest group ever assembled. A detective, Mamoru Kishi, I only saw him few times in his office smoking a cigarette all the time. I wondered what does that guy does most of the time out of the office, now I know. What used to be a man of heroics turned to be the villain. Next to him ladies man who tried to make a move on me in the elevator. Now that I see him among the line of criminals, I remember where I saw him before. He is a world-wanted thief goes by the name Lupin. His pictures filled Shunsuke Minami’s desk. He would always say I will catch you, Baba Mitsunari. The owner, Eisuke Ichinomiya, was in the middle on a red sofa. His gaze was giving me chills. The weirds puzzle of them of all is Ota Kisaki, a famous artist dubbed the "Angelic Artist", I saw him when Sakiko was writing an article about successful men at young age. What will I do?

I scanned the place for something I could use to run away. They took everything and place it on a table few feet away. Eisuke stood and walked to toward me clapping sacristy. Words he uttered were a death rope tightened around my neck.

“You would have succeeded to thwart us but you forget one important detail. I don’t let things get pass me.” His fingertips touched my curled black hair and said, “working so hard to change your appearance dyeing your hazelnut hair black.” His hands went from hair to my face wiping off my foundation that I put on to hit my freckles then to my lips removing my lipstick. Baba interrupted him “boss, don’t you think you’re pushing it over the top?” My eyes were shooting daggers at them. “Tsck” he said.  If I could just get free, I’d wipe off that smirk. My eyes fell on my necklace and earrings. Thank god, they weren’t damaged or broken. I looked at him and claimed,  “you brought me here to mock me. showing me the site of all stolen goods, having criminals bidding on them and can’t do nothing.” I laid back in the chair. “For someone who doesn’t miss a thing. The objective of the mission is to know who runs the whole deal. Now that I know that Eusike Ichinomiya, Baba Mitsunari, Mamoru Kishi, Ota Kisaki, Soryu Oh are the ones behind this my mission is done.” Hoping Sakiko was listening or the team was on to this. Mamoru said “I told you nothing is stopping this child.”

Eusike eyed Soryu who came forward taking out his gun. I gulped. He put the gun at my head and I shut my eyes. For moment, I thought I won’t let the see I’m scared. I opened my eyes looking directly into his eyes, daring him to shoot. My heart wildly beating. I took deep breaths. His finger closing in the trigger. Everything’s happening in seconds but felt as time has stopped. Eusike finally said “that’s enough show for now.” I slipped a sigh of relief.

“That’s to be expected from the one and only Cheshire cat.” “Cheshire?” why would he think that I’m that lady unless... she going to heist this place. “Still keeping up with this act.” Eusike said as he had enough of this. “Mamoru, did you know about this?” I shouted at him. “you have got the wrong person. Untie me.” I demanded. Mamoru has finally realized who was. “MC! Baba, you’d better do as she says the real criminal is still down in I.V.C.” Baba took out his pocket knife and cut through ropes around my hand yet gently not to hurt than they already are. There were some rope marks but finally blood is circulating my hands again. I went to grab my things but I was one second late. There was power outage. “she’s here.” I said. I tried to feel my things on the table looking for my gun. Ota used his smart phone and turned on his flash. Then light went back on. “Meow” a voice called on the screen. “I see you weren’t able to catch me. since I’m so kind, I’ll give a hint.” I couldn’t waste another chance. I grabbed all my things head for the party she must be somewhere near the storeroom. I run towards the elevator hit the button. Luckily, no one has ordered after they brought me here. The elevator was about to close when Mamoru put his hand and squeezed himself through. “Now, you’re doing your job.” “kid, cut me some slack” I was on my edge with this guy. “you know if you did your job a little better instead of sitting on desk smoking cigarettes and playing cop all day.” “kid, I’m sorry.” Ding went the elevator. I raised my gun to my right shoulder holding it with two hands. I ran to towards the storeroom. It was empty. “stupid elevator.” I said in anguish. They left a piece. I put my gun back in my pockets. 

 It’s a diamond necklace come to think of it, this piece was reported stolen last week. Ah, nothing here make sense.  My phone has a blueprint of his hotel. I checked my phone but the battery died. Okay, there must be somewhere near here where they can load a truck. I walked back to the hall. The door leading to the staircase is open. Up or down. Alright, we’re in the basement so technically down would have to led to the garage. “Hello, this is MC requesting backup.” Calling onto my earpiece as I headed down the stairs. I found the truck, cleverly hid by false assumptions: using pastries truck. “You look in for something there?” said a woman. “Cheshire Cat!” feeling alarmed I ducked and swapped to face her. Then I gave a punch her in the face. “oh, why did you do that for?” one of her guys was behind me. I could feel his figure behind my back. Baba came in just in time to take him down, who thought I ‘d be thankful that I have Mr. Womanizer here to save me. Two others came out from the truck. Baba hit the guy that was heading for me. “why are you helping?” the other guy was aiming at Baba I grabbed his arm and tackled him on the floor. “you were in distress, my lady.” Cheshire Cat was running away. I went to catch up but the guy on the floor grabbed my legs. I kicked him with my heels. “no, she’s running away.” “Don’t worry, we got it covered.” I can’t take his word for it. “watch out” I shouted. The other guy was holding a gun. Baba held it and turned facing his back to the back. With his elbow, he hit him abdomen then at his face. Then he took the gun and pointed it at the other guy. I cuffed them with my handcuffs and surprisingly, Baba had a spare on. I don’t want to even think why he has such a thing. Too bad Cheshire Cat made an escape.

Finally, sound came out my ear set. “Mc, are you there?” “yes, where is the squad right now. Kishi is leading us to Cheshire Cat.”  keep an eye on Mamoru.” I looked at Baba for further explanation. “sorry, my lady.” (Click) he handcuffed one hand. How is it possible that he has more handcuff that an MPD officer? Before he was about to cuff the other hand, I gave him a side kick. Damn this uniform. “MC, where are you?” one of the squad is calling. “In the garage. Not sure if it’s first or second floor.” I answered while Lupin is still down. I looked around “It’s level 4 B3″ I continued. I searched his pocket for the key. I let my guard down too soon. He grabbed my hand and cuffed my other hand. I couldn’t even have a chance to reach my gun in time. I

He stood up with his left cheek is a little swollen. He scooped me up in both of his arms. I shook my legs vigorously hoping he’ll either let me down or I’ll fall. Struggling with all my might but it’s all in vain. He climbed the stairs and to the elevator he entered. Because of his silly pink furry handcuffs, people thought we were a couple deeply in love. The women thinking he’s dreamy and men cheering on him. Even a couple in the middle age were looking at us as if we’re a sprout of love. They all left on the ground floor. None of us talked to the other. My heart speeded up again. I hope he doesn’t notice it.10th floor,11th floor. I hate that I must resort to this. I fluttered my eyelashes at him trying to act cute as possible. “Lupin, let me go!” I demanded mastering the cutest smile I can. “you know I can’t, sweetheart.” I laid my head on his board chest. I gave out a big long sigh. “this means I’ll be the bottom of the ocean. I’ll be no. more. I suppose this is the risk when you sign up for this kind of job. I got it off my chest. He continued carrying me in bridal manner till we reached a room door 1407. He carried me like a baby with one arm, searching his pocket for the room card. “room 1407?” I called onto the ear set. “sorry for that, princess.” He punched the card opening the door to huge suite. He laid me on one of the twin beds. Now that I can see a better view. My whole apartment is nothing compared to this.r

He leaned in again to confiscate my ear rings. Man, I just got those back. His fingertips brushed my earlobe. My cheeks felt warmer. I’m sure it’s all pink. “ahem,” he blurted out of blue. “what?” he took the rest of my things: my cell phone, badge, gun and my necklace. This time they’re out of site. Baba stepped out for a second. I wiggled my way out of bed and walked to the dresser. Gun, masks, ahh, where does he keep the key for this thing. Carefully looking through the drawers not to touch any of the evidence. The door is opening again. I jolted onto the bed.  

  I threw myself way too strong. I wiggled myself to sit up right. I folded my legs and sat pretending I didn’t do anything. I glanced at the dresser checking if I left the drawer open. Instead of Baba or the other gang members a cop came in. He looked around then saw where I was seated soon rushed towards me. I released my legs laying them on the ground he had his cap low keeping me from seeing his eyes. He took out a bobby pin and untied those silly fluffy handcuffs. “How did you get here?” “no time.” He took me hand and dragged out of the room. I can’t keep up although he’s just walking hastily. Ota Kisaki stopped us. “you think you can get out with Eusike knowing.” Others were coming on both sides. Ota on one side and Eusike and Soryu on the other hand. That cop grabbed my hands leading me into the room again. He shut the opened door behind him. He opened a window. Then looked out. Oh no, he won’t. he couldn’t. And... he climbed out. No, he didn’t. I growled at him.

I point my head of the window. All the background noises were just another cause to -calm me down-. He glided to the end of the porch, holding tight. He stopped below a balcony pulling himself up. Dazed upon his skills unable to speak. The ability to pull himself like that then flip over like an acrobat. “what’s the hold up? I tried to follow. I climbed over then stupidly and unintentionally I dared to look down. People were ants. I could see police cars all the way up here. The door clicked and I glided. Thankfully, no breeze or I would I’ve died freezing in this silly uniform. Step, step I repeated, holding tight with all my might, trying to see where that balcony is to get this over with. Soryu pulled his head out as soon as I was few of steps away from the balcony. “Come on hurry, we don’t have much time.” The cop called. I glanced once more at that window. I froze when I saw Soryu pulling out his gun. I swallowed with fear. I had to move faster with the gun pointed at me. Upon my haste, my leg slipped and my shoe fill off. I breathed heavily to calm my heart as soon as I was pulled myself together. I proceeded. I hid behind a pillar to protect myself the gunshots. Eusike pulled Soryu back and took the lead following my path. I continued once again till I reached the balcony. I fixed my hands on the balcony floor trying to pull myself up as that cop did. I pushed my legs on the wall to give myself a lift. I grabbed on the small pillars, this time my legs were up between them. The cop grabbed my arm me up so I could stand up again. Without further due he carried me from my waist to the inside of the balcony. I looked down to see if Eusike is still following. Thankfully, he gave up and went back to the window.

I took a glimpse where we are? I’m back to the penthouse suite where they kept me tied to the chair. Once I was settled in, he called through his walkie-talkie “I’m in.” I walked through the room. My left leg hurt whenever I was on the cold marble floor. I sat on the sofa to take look on my foot. What I feared, it’s badly scratched. I looked around for first aid or something to cool my legs off. There were few wine glass. “Sorry, I have to use you like this.” I poured the wine on my feet. Then, took the napkin sitting next to the wine bottle. I cleaned my wounds and rapped my feet.

I didn’t notice this before but that cop is nowhere to be found. I took the stairs to an opened door where he is ferreting around. I hid by the door watching his doings. Did he have white gloves on all that time? A bit of his hair was showing, black and wavy. He couldn’t possibly be then who’s the girl we encountered. One way to find out. “what are looking for, Chaton?” He stopped his rummage and looked up. “I didn’t think you’d figure it out this quick?” neither did I. He took of his hat showing his bangs, and slender grey eyes. “ diamond necklace, perhaps.” He smirked after those words.

“that’s not the only thing.” “oh, that’s right. You needed to show Ichinomiya corporation that you are to overpass them by stealing the auction items making them the subject of every criminal for not getting the deal they want by thinking they wanted to mock them.” “no wonder you were chosen this case you’re have a quite a technique there. but, I’m aiming for a better prize.” he took few steps closer whispering against my ears “they just took something really precious I’m taking it back.”

Then I heard someone entered but I had to keep my eyes on the man before me. heels clicked to the stirs. “meow, what have we here?” wait what? another Cheshire cat? Now I stood in the middle of two criminals. “take care of her, will you? “he ordered. I threw my other shoe at her and jumped off stair onto the sofa lying below. “Off running away already?” she said with a smirk. “no, just giving you a head start.” She looked over the stair like a cat watching a mouse with one arm on the stair newel and the right head supporting her head. “now what? Throw at me something even bigger. “are there any more Cheshire Cats lying around? “meow, there’s only one Cheshire cat and you’re looking at her.” I move closer to the door. “So he’s Mad Hatter and you’re looking for Alice.” She left her spot and went down stair. “more or less.” Mad hatter or so called out that he couldn’t find it. “Do we still need her?

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Assignment代写：Student-based education

下面为大家整理一篇优秀的assignment代写范文- Student-based education，供大家参考学习，这篇论文讨论了生本教育。生本教育的核心涵义是在教育中必须一切为了学生，高度尊重学生，全面依靠学生。生本教育在中小学教育领域中已有一定的运用。而在大学教育领域，本是以已具备独立思考能力、独立学习能力的大学生为教育对象，但仍是以教师为主体，至今并未完全被生本教育的理念所覆盖。

Student-oriented education was first proposed by professor guo sile from guangdong institute of educational sciences, whose core meaning is "in education, we must do everything for students, respect them highly and rely on them comprehensively". Its feature is to restore the original position of teachers and students in education, and strive to adhere to student-oriented, life-oriented, reflecting the real nature and law of education, so that students can learn happily and grow happily.

On the contrary, the traditional education mode in China can be regarded as a kind of "teacher-based education", which takes teachers as the main body and ignores the individual development of students. Its classroom teaching mode is mainly lecture-based teaching and takes achievement as the most direct and important evaluation basis, which distorts the essence of education and thus tends to produce various educational problems.

The student-centered education breaks the traditional education mode, and emphasizes that the center of the classroom should be students rather than teachers, who are the helper of students in the learning process, as well as the guidance of the formation and development of their values, world outlook and outlook on life. Therefore, students can really change from receptive learning to autonomous learning. On this basis, student-based education can develop students' various abilities and improve their comprehensive quality, which is conducive to cultivating lifelong learning talents and meeting the requirements of social development.

Guided by this concept, researchers have conducted experiments in more than 100 primary and secondary schools, vocational secondary schools and kindergartens in China, Hong Kong, Macao and other places since 1999, and achieved remarkable results. In particular, the student-based education system in primary and junior middle schools has taken shape to a certain extent. Now the idea of student orientation is creeping into high school education. College education must also be based on students. However, research and practice in this area are still lacking.

College education has not been completely covered by the concept of student-based education, but the college classroom itself is a place in great need of the concept of student-based education. College students are a group of people with independent thinking ability, independent learning ability, and in the near future will enter the society to live and work independently. These characteristics of college students determine the necessity of implementing the concept of student-oriented education in college education. Its role and significance are as follows:

The "student-oriented" educational thought can guide the teaching work of psychology and help teachers to reflect on the existing curriculum content, so as to further design the classroom teaching content in line with students' interests and current level.

Let psychology students in the "life-oriented" classroom atmosphere more use of their own basic psychological knowledge, play the initiative, stimulate their thirst for knowledge, improve learning ability.

In the philosophy of student-centered education, providing students with problem situations stimulates them to think. If the questions asked are close to the real situation, they can help psychology students to understand more deeply the connection between the knowledge in the book and the real situation. Thinking about real problems can exercise their ability to solve problems.

Having students present their ideas several times will help them improve their ability of organization, communication, operation, oral expression and logical thinking.

This research aims at undergraduates of psychology. In this group of students, it tries to combine the concept of student-based education to carry out theoretical exploration supplemented by preliminary practice. The existing application scope of the concept of student-oriented education proposed by professor guo sile is limited to primary and secondary schools and has not been applied in universities. So in college students, especially undergraduates in psychology, is the concept of student-based education applicable? If so, what is the rationale?

Jaspers once said, "education is the education of the human soul, not the accumulation of irrational knowledge." This tells us that the so-called education is not only to teach students how much knowledge, but to change students' inner ability. As Einstein said, "when you have forgotten all your education, what remains is education." When we forget theoretical knowledge, we are left with only spiritual things, which guide our future life and work, and guide our life.

Therefore, how to apply the concept of student-based education in college education is a big problem in itself. We can explore the possibility of combining college education with the concept of student-based education from two basic aspects.

Combine the original knowledge with the actual situation and needs in class. College students need to learn a strong skill to really benefit in the future job market. To achieve this, it is not enough to rely only on learning and memorizing knowledge points in textbooks. However, the knowledge points in these textbooks are derived from the theoretical exploration and practical experience of predecessors, so these things must have their value. So, the key question is how to restore the essence of these books to their original form, which is probably something that we should think about as teachers. This requires teachers to be very familiar with the courses taught, but also to timely grasp the application of the subject update, follow up the pace of social development, to find its best combination with classroom teaching.

Try to adopt a more flexible teaching mode, combining teacher's teaching with students' discussion and lecture. Changes in teaching content will lead to changes in teaching methods. If this part of knowledge into practice is added in the classroom, it will strengthen students' motivation to apply what they have learned and improve their thinking enthusiasm. Teachers should provide students with more opportunities for discussion and presentation, display their thoughts and ideas, promote exchanges and interactions among students, and make the classroom atmosphere close to a brainstorming meeting. During the discussion, the teacher should remain planning, guiding and managing.

The goal of undergraduate education in applied psychology is to cultivate applied and compound psychological talents who can meet the practical needs of market economy, have the ability to use psychological knowledge to solve practical problems, and be competent for professional work in the fields of education, consultation, research and management. The realization of this goal depends on the practical effect of teaching. Application-oriented talents must constantly analyze and solve problems in the process of education, so as to exercise practical ability. Therefore, it is necessary to reform the undergraduate teaching of applied psychology according to the concept of student-based education, and focus on solving the following problems:

How to add some teaching contents that are combined with practice and in line with students' interests, but also focus on the course content is the most important thing. After teaching relevant theoretical knowledge to students in class, teachers need to turn their attention to guide students to conduct further analysis and transformation of these theoretical knowledge, combine them with their own experience, and deepen students' understanding. Furthermore, they need to be provided with some problem situations, in which students analyze and discuss practical problems through thinking, combining with some knowledge content learned before or even before, so as to promote their in-depth understanding of knowledge and cultivate their habit of positive thinking. The grasp of this part of the content depends on teachers in teaching work constantly summarize experience and lessons, actively communicate with other teachers, and good at using various resources to constantly collect new information to improve these methods.

Since the content of teaching has been strengthened, in order to better mobilize students' learning enthusiasm, it is necessary to give corresponding feedback to students' performance in this part of the content when evaluating students. In the past, students were assessed in the form of final examination plus ordinary scores. In most cases, the final examination is closely around the textbook content, and students should mainly rely on memory to recite the exam. However, most of the daily scores are mainly based on attendance, homework and other items. Although there will be extra points for classroom performance, it only plays a role of icing on the cake and does not account for a large proportion. However, if we take the idea of student-oriented education, students' performance in class should be a very important evaluation content in the process of their cultivation. Students' performance in class discussion and lecture can fully show their real thinking ability, expression ability, organization ability and even cooperation consciousness. Evaluating these aspects allows students to gradually learn how to adjust their behavior and where to direct their efforts. Therefore, teachers need to consider how to adjust the evaluation method appropriately and increase the corresponding scores of students' classroom performance.

It is necessary for teachers to create an equal and harmonious classroom atmosphere for students to participate in the discussion and lecture. Most students used to listen to the teacher, they may remain silent, only a few students are more active. Adding students to the discussion and presentation section means that students have to participate in the discussion, and how to encourage them to complete this class task is a difficult problem. First of all, this part should be given a certain amount of time, so that they have the opportunity to have a full discussion, learn to observe the performance of others, let the students gradually into the role, and prepare their own speech, and then it can be fully displayed. This can give every student something to learn and understand. What needs to be paid special attention to is that teachers should treat every student equally, can not discriminate against the underachievers, can not favor the top students, so as to allow students to express their views, learn from the strengths of all, common progress.

In addition to completing the existing course content, students should also put some energy into the preparation and summary of the course content. Today, with the highly developed information, college students are not satisfied with knowing the content of textbooks, they originally hope to expand their knowledge and broaden their horizon, and they have enough ability to collect relevant information. Therefore, if you want to arouse the enthusiasm of them, the teacher may will be related to the class discussion and presentation link content as assignments to students before class, let them to more fully prepared, and after the discussion, students are required to review and summary to the whole process, in addition to the content on the level of knowledge, more want to reflect on their own ability level, supervise the students self-management, self-improvement.

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[friendsresilience]

Anxiety disorders in children

“Anxiety disorders are among the most prevalent mental problems in childhood and adolescence affecting ny as 10% – 21% of all children and youth. This estimate indicates that 1 in 5 children and youth or 4 to 6 students within a classroom of 30 children are at risk ‘for experiencing an anxiety disorder. Further, the World Health Organization has stated that obesity, early onset diabetes, anxiety and depression disorders will be more prevalent in Western countries than any other health problem in the next 30 years. Once present, childhood anxiety disorders tend to be chronic and recurrent and remit without treatment. In addition, many children experience clinical levels of anxiety will experience more than one disorder with recent estimates suggesting that 65% to 95% of anxious children and youth will experience comorbid anxiety disorders. Childhood anxiety also has a strong association with depression and childhood anxiety disorders may actually precede the development of depression with studies indicating that 22% to 44% of anxious children and youth also experience depression. Given the significant relationship between anxiety and depression and the precedence of anxiety disorders, effectively treating anxiety in childhood and adolescence may help reduce the likelihood of a depressed mood in later life (Kendall, Safford, Flannery-Schroeder, & Webb, 2004).

Unfortunately, most children and youth who suffer from anxiety will not actually receive clinical intervention (Olfson, Gameroff, Marcus, & Waslick, 2003) and for those who do many will terminate before program completion, some will relapse, and others will fail to respond to treatment (Barrett and 011endick, 2004). Additionally. anxiety disorders in childhood are frequently overlooked as the symptoms are often unrecognizable. Anxious children tend to be shy, cooperative, compliant, and may be present as the ‘perfect” child within the school setting and when away from home. Increased attention is usually given to children with disruptive behaviours as they more clearly interfere with daily life functioning, home life and school life (Albano, Chorpita, & Barlow, 2003). Anxiety can become a chronic condition for many anxious children and can subsequently affect several areas of their life including academic performance, social interaction, self-confidence, and the ability to enjoy everyday life experiences (Barrett, 1999). Disruptions in their academic performance tend to occur as anxious children may find it difficult to start and complete tasks due to the fear that their work will not be good enough. These children tend to be highly perfectionist and often experience a heightened dependence upon others which can be seen through their constant reassurance seeking and needed approval from others (i.e, peers, parents, and teachers). Such a child may continually ask the teacher, “Is my work okay, did I do a good enough job?” or their friends, “Am I still your best friend today?” Anxious children tend to be overly sensitive to criticism, have low self-esteem (Barrett, 1999) and usually become preoccupied with their worries and the uncomfortable physiological arousal that accompanies them (hyperventilation, nausea, sweating, loose bladder, etc.). School refusal is commonly seen in anxious children as they display difficulty in attending and staying in school often resulting in a complete avoidance. Such effects of childhood anxiety often lead to strained relationships between the child and their peers, parents, and teachers and, if left untreated, can often lead into depression in adolescence.

The FRIENDS program has an extensive evidence-base and is the only anxiety program that is supported by the World Health Organisation as an effective program for the prevention and treatment of anxiety and depression in children and youth (World Health Organization, 2004). The program has been disseminated around the world and is currently used in Mexico, Hong Kong, New Zealand, the Netherlands, Germany, Portugal, Finland, Norway, UK, USA and Canada.

The FRIENDS program is a positively focused program which aims to increase social and developmental skills through the use of cognitive-behavioural techniques. The program allows for easy implementation at all levels of prevention, early intervention and treatment. It can be offered as a selective, indicated and universal program within the community or school setting. The FRIENDS program can be delivered with ease by health professionals, teachers and school counsellors following an accredited training workshop. Teacher training workshops can be organised through Pathways Health and Research Centre in Brisbane, Australia (www.pathwayshrc.com.au).

The FRIENDS program includes two developmentally tailored workbooks for use with children (aged 7-11 years) (Barrett, 2004) or youth (aged 12-17 years) (Barrett, 2005), a leader’s manual with the content and process of each session, and can be run in both group and individual settings. The FRIENDS program consists of 10 weekly sessions and two booster sessions which can be held 1 month and three months following the . completion of treatment (or at a convenient time within your classroom). Each session is designed to run for approximately 1 to 1,5 hours. The general size for an effective group is between 6 to 10 children, which allows for adequate time for all children in the group to share ideas. In the classroom setting, it is useful to have children work together on activities in small groups (of 4 or 5 children) with an adult helper (e.g. teacher, teacher’s aid, parent, older student) and then return to the large group for a general discussion. The use of co-facilitators/ helpers within the classroom is very helpful in managing the group process and in assisting children who may have any reading or writing difficulties.

The program utilizes the acronym “FRIENDS” to help children remember the strategies they learn to manage their anxiety. The FRIENDS acronym (Barrett 2005) stands for:

Feelings

Remember to Relax. Have quiet time.

I can do it! I can try my best!

Explore solutions and coping step plans.

Now reward yourself! You’ve done your best!

Don’t forget to practice.

Stay calm for life!

The word FRIENDS highlights the main objectives and themes of the program. Children are encouraged to: 1) think of their body as their friend as it tells them when they are feeling worried by giving them clues (physiological and somatic response); 2) to be their own friend and to look after their body through emotional regulation exercises; 3) to talk to their friends when they are in difficult situations and to help others when they are in difficult situations, and; 4) to reward themselves when they’ve tried their best.

The FRIENDS program incorporates several important cognitive-behavioural components that are based on skill acquisition, including; 1) psycho-education regarding feelings; 2) understanding the physical expression of anxiety and how to use relaxation skills: 3) cognitive restructuring and positive self-talk; 4) problem-solving skills and graded exposure for achieving goals and facing fears; 5) the importance of self-rewards and trying hard. achieving goals, and: 6) relapse prevention and learning how to maintain skills for life. The booster sessions facilitate the generalisation of skills and help children to apply the FRIENDS skills to everyday situations and future challenges.

The FRIENDS program also includes a family skills component which involves parents during each stage of the program. A collaborative “team” approach is emphasized within the FRIENDS program where the facilitator, parent(s), siblings and the children work together with a shared goal of increasing confidence and coping skills, The family component of FRIENDS is aimed at empowering everyone in the family to recognise their skills and strengths and to use these skills to help one another become more confident and brave. Parents are educated about the development of anxiety in childhood and the distinction between normal developmental fears and anxiety disorders. Parents are taught about the identification of the risk and protective factors of anxiety; they learn strategies to recognise and manage their anxious children: and they learn how to recognise and modify negatively reinforcing parenting practices. Parents learn about the FRIENDS skills during the two structured parent sessions which are outlined in the current editions of the leaders manuals (Barrett, 2005). It is recommended that program leaders conduct 2 comprehensive parent sessions which comprise the entire content of the program. Within the school setting it may be difficult to attract some parents to the parent sessions so it is recommended that the sessions be held during convenient times for the parents (e.g. during lunch, immediately after school, in the evening). In the treatment setting (e.g. private health clinic) parents are actively involved in every session as they usually join each session (group or individual) for the last 30 minutes to discuss the skills that were taught. Parents are encouraged to work with and practice the FRIENDS skills through the “family homework” activities that are assigned at the end of each session. Parents are encouraged to take an active role in the program as research has indicated that the inclusion of parents in program implementation has a positive impact on the treatment of anxious children.

Due to the large evidence-base and extensive results indicating that the FRIENDS program for children and youth is effective, the next logical step in research was to develop the FRIENDS program for an even younger age. The Fun FRIENDS program (Barrett, 2007), is a downward extension of the pre-existing FRIENDS program targeted for children aged 4 to 6 years. Research reviews strongly suggests that the preschool years are essential for building social-emotional skills (Heckman, 2000). Children who are socially and emotionally well adjusted do better at school, have increased confidence. have good relationships, take on and persist at challenging tasks and communicate well (National Research Council and Institutes of Medicine, 2000).

The Fun FRIENDS program was initially trialled at Pathways Health and Research Centre and was then piloted within several local preschools within Brisbane, Australia. During this trial within the preschools. feedback was obtained from teachers, parents, and children. in order to improve the original program. The revised version of Fun FRIENDS (2007) is currently being run at Pathways Health and Research Centre — Brisbane and has a large emphasis on experiential play and exercises.

The Fun FRIENDS program focuses on developmentally sensitive cognitive-behavioural techniques to teach children social-emotional learning to increase resilience and decrease emotional distress. The developmentally tailored CBT skills include: teaching children cognitive problem-solving skills for dealing with interpersonal challenges; recognising and dealing with body clues (i.e. physiological arousal) through breathing control and progressive muscle relaxation; cognitive restructuring (recognising and changing unhelpful red thoughts to helpful green thoughts); attention training (looking for the positive, happy aspects of a given situation); graded exposure to fears (creating coping step plans), and family and peer support.

The Fun FRIENDS program targets three major areas of social-emotional learning curriculum; 1) Self Regulation: the ability to adjust to new situations, awareness of own feelings and the ability to manage emotions; 2) Responsibility for self and others: demonstrates self-direction and independence, respects and cares for the classroom or group environment, follows routine and rules; and 3) Pro-social behaviour: plays well with others, recognises others feelings and responds appropriately, shares, respects the rights of others and uses thinking skills to resolve challenges and conflicts. The program incorporates all the above skills and each session corresponds with one of the three curriculum areas mentioned for social-emotional development. The program is 10 sessions, although, each session is broken down into 15 minute learning activities (4 to 5 learning activities for each session), so that the program objectives are reinforced daily through experiential, play -based activities such as the use of play, dramatic role-play story telling, music, movement and art.

In sum, the FRIENDS program has a strong evidence-base and has been shown to be both an effective treatment and preventative intervention, for children and youth with anxiety and depression. Research to date indicates that one in five adults and children suffer anxiety or depression (more prevalent than drug use, attention deficit disorder, or any other mental health problem) but only 5% of cases receive intervention. Suicide is the NUMBER 1 cause of death in Australia in the 15-34 years age group, and Queensland together with the Northern Territory have the highest incidence of suicide in Australia, (Australian Bureau of Statistics , 2005). We all have an ethical obligation to intervene and promote preventative and effective treatment strategies for our children and youth.”

[ceciliawyu]

It has taken me over a month to write this since I first came across Nobel Science Laureate Otto Meyerhof ‘s grandson David in an invite-only private forum. I listened with heavy heart as the thinkers of the USA, mourn the death of reasons and the rise of American neo-nazism. Initially, I reasoned that those who voted for racism, bigotry and misogyny deserved the America they get and those who opposed it should have done more in their own country. But something in Otto’s journal, impacted me on a different level.

Excerpts from the Meyerhof journals (shared with thanks via David Meyerhof)

David wrote: The quotation is from a speech by my grandfather, Otto Meyerhof, winner of the 1922 Nobel Prize for Medicine or Physiology. He discovered basically how sugar is converted into energy in the human body and the Embden-Meyerhof Pathway, which is part of your digestive system.

He escaped from Germany and survived the Holocaust.

Otto Meyerhof wrote:

“Distinguishing between Germans and Nazis …. is in itself a propaganda lie. I know what all, or 90%, of the professors did in 1933 when their Jewish colleagues, whom they had themselves appointed, were deprived of their rights and made homeless — and the same thing occurred in all academic circles and at all levels in society, except in certain areas of the church: maintained their cowardly silence or even satisfaction, and not even 1% of the professors were party members.

In the same fashion, broad sections of the population, though overall a somewhat smaller percentage, willingly served as slaves and helpers to the tyrants, even helping as torturers and executioners.

It doesn’t help that a powerless minority kept their hands clean, or that hundreds themselves became martyrs through the strength of their convictions, if hundreds of thousands turned into murderers. It would have been physically impossible for five million Jews, 80-90% of all Jews in the countries that Germany occupied — 10 million Russian, Polish, Serbian and other civilians — to be killed by a few Nazi criminals: hundreds of thousands were necessary for this. A people without any sense of morality were behind these mass murders….”

“Hitler came to power in 1933,” 

“. . . When a teacher entered the classroom, we had to stand up and give the Nazi salute saying ‘Heil Hitler.’ I just moved my lips and did not say anything.”

Photo (c) David Meyerhof, 2017 All rights reserved

“By the end of 1933, a Hitler Youth Group had formed at the school. One very tall boy, whom I can still recognize from a class photo, was their leader. He asked me why was I at ‘their’ school and said that ‘they’ would beat me in gym class if I persisted in coming. I felt terrorized and turned to my older brother, who was in his last year in the Gymnasium, for protection. He said he could not help me.”

  “In music class, I once kept singing my part of a canon at the wrong time. The teacher got so mad that he came up to me and slapped my face so hard that my nose bled. When my parents complained to the principal the next day, he indicated that he was powerless because the music teacher was a member of the Nazi party.” 

“I was assigned to an army camp at Chambaran. I remember that a soldier hit me in the face because he thought I did not climb into the bus quickly enough….”

( From David, talking about his Mother’s (Otto’s Daughter’s) experience of Kirstallnacht Crystal Night in Nazi Germany, Berlin):

My mother was 17 and living in an apartment in Berlin in 1938. She was studying to be a nursery school teacher. On the night of November 9, the young men living next door to her told her not to go out. That night was Kristallnacht (Crystal Night) when the Nazis attacked every Jewish person walking on the street, threw over 30,000 Jewish people in concentration camps, and smashed every window in every Jewish home, school, business, and synagogue so that the ground was filled with so much glass it looked like crystals.

Within 3 weeks my mother was able to go on the Kindertransport to England to safety and a new life. During World War II she took care of children in Anna Freud’s Children’s Center in London. My mother passed away in June 2015 at the age of 94. My Mother said, “As the glass shattered, Lives were scattered…”

To me after reading this, Resisting the Bullying tactic of Trump’s American Neo-Nazis supporters, was a no brainer! I listened to  all sorts of atrocious human beings saying vile things about all those on earth who are not Caucasians. I can see that the USA just gave away both its freedom and its competitive advantage in electing a charlatan whose only qualification is his ability to pander to the lowest, most hate filled low-brow common denominator in the land.

I felt justified tot do as other Far Eastern strategists suggested, which was to “Just close the door, let them lock themselves behind their wall and let them in-fight to their own death. Say nothing. They chose this for themselves. Let them have some “interesting times”.”

Defending Due Process through his Dissent. Judge Donald.P.Lay

But then I can’t help thinking about the things David shared from his grandfather’s private journals and his speeches. I also thought about my law school teacher Judge Donald.P.Lay and the kind of America men like him wanted to create; a just world that doesn’t prey on the weak and the vulnerable. He was the only law school professor to ever give me Perfect Score 100% for my paper on “American Constitutional Freedom” and in my opinion,  its lack of true separation of power in the selection process of judges…” (ironically!). At the time, I actually didn’t know he was appointed by the 36th American President Lyndon.B.Johnson. The American students knew. The Swede might have mentioned it. But well, I was late for the first lecture (because somebody stole my bike in Uppsala) so I missed the bit where he introduced himself. I only found out when I asked him for an academic reference and he wrote back saying he wasn’t allowed to do a general reference but anyone wishing to hear about my work, can just write to him directly and he will do a specific reference for the purpose. Anyway, so we digress….I think of all the hours I argued with him and disagreed with him about racial inequality, affirmative actions and defended the french code civil. The good part was, I had no arguments with him about gender equality. It wasn’t until recently when I was arguing with someone else online that it turned out, Judge Lay’s dissenting judgement in a particular case ended up with the plaintiff Lois Jensen being played by Charlize Theron (she won an Oscar for it! Wow!)!!!  So, no wonder, I never argued with him about Gender….that and he kept questioning my use of “z” instead of “s” in words like “analyze”. He asked if it was an Australian or British thing?

Judge Lay as I remembered him. in Uppsala, Sweden

I cannot forget this small thing because the convention was actually an American printing usage thing and he ended up writing that in the final comments in my paper after giving me perfect score! Lol. I never understood why???

Anyway, perhaps my education has been more American than I allowed myself to think. That is not a bad thing but I want to learn from the right bit of America, not the wrong bits from the wrong kind!

I think Judge Lay’s uncompromising liberal position towards the court’s role as a protector of civil and equal rights, was not something I actually noticed until I was done arguing with him everyday for a whole summer law school since at the time I really didn’t know who he was in the USA, it made it easier for me to really challenge the thoughts and not just the “status” of the person. He encouraged that in me. He knew I hadn’t read the american cases that defined his career and redefined American Common Case Law so we ended up in strategic scenario forecasts which some mistook for the reductionism of socratic methods. But it wasn’t as he pointed out, ” It is highly improbable that the founding fathers who wrote the Bill of Rights anticipated the level of complexity in our world, what we can do is consider the fundamental values which they sought to protect at the heart of the instrument and then from there, without emotiveness, ask ourselves: Would this lead to the outcome of protecting this right or wearing it away so future generations might lose it in the long run?”

He actually succeeded in making me respect the Bill of Rights as an instrument of Humanitarian Vision! Believe me when I say that given my Hong Kong and Australia native born skepticism towards ANY instrument created by ANY Government, he performed an intellectual miracle and I got 100% for challenging  his legal ideals in arguing the flaws of its application in real life when weak men with weak minds, can’t handle the responsibility and descend into political populism. Wow, if only I could send my law school paper to Paul Ryan at the GOP! :)

Fast forward January 2017, the head of my feminists UN lobby network (VOWW.tv) came to me talking about George Soros, asking why I had not responded to the “Call for project submission by invitation”, I wanted to use the excuse that I had a minor Hate crime incident on a train and was distracted. But that was not totally true as the police was so fantastic about taking the poor drunk/possibly high young man ( ranting in a racist way at me) to court that there was nothing for me to do except for the time to meet up with them and sign all the right papers. The truth was, there was still an Asian part of me that wanted to “Keep myself to myself”; meaning even when my Great Great Grandfather and his team of colleagues built San Francisco Chinatown, they also took on the mentality of “We don’t care what you decide we are, you cross this line and bring your racism into our Chinatown and you will feel the consequences.”

San Francisco China Town 1800s

I don’t think anyone who has ever seen Chinatown in San franciso or New York will fail to “get” that underlying feeling of willingness to “self-defend” if racism ever crossed our paths in segregated America. That was the way history was made and members of my family can attested to the fact that my Great Great grandfather’s conversion to Christianity from his time in San Francisco, earned him the nickname “Jesus YU” back in his own home village in Southern China! My Great Great aunt told me,”If you go now and say the name in our village in China, they will still laugh and know what you mean!   The joke kept going even after he moved to Hong kong! He came back and refused to stop talking about some jewish guy called Jesus whom no one has ever heard of, so the nickname helped him to stop annoying everybody! He calmed down after a while!”

*** My ancestor, jjokingly nicknamed “Jesus” Yu, was part of the co-creators of  one of  Sanctuary Cities that you now know as San Francisco, he called it “Gold Mountain” in Cantonese Chinese!

So, there you have it, I read George Soros‘ Open Society Foundation and it is only because of men like Otto Meyerhof, Donald.P.Lay and Jesus Yu that I am willing to “try”.

It is very easy to close the door and let America make bad choices and make jokes about the madness. But let us not forget, my ancestor’s blood, sweat and tears also co-created that bit of America that has the highest real estate price aka San Francisco! I cannot in all conscience, after all the education I’ve had and all the great men, women and Nobel laureates I’ve had the honor to meet, to just sit silent while good people are harmed daily by the rise of American neo-nazism.

I think of all those who fought, all our lives in their lifetimes to “Make things better” and I think of all the women in Women’s Rights China who joined the Washington D.C Women’s March for Equality.  I think of my mentor Eva Monley who though she lived in Britain, was a Holocaust survivor who gave the world the “Golden age of Hollywood” and helped birth Nazi fighting films like Casablanca, African Queen and of course, “that scene” in The Highlanders.

Then moving to more recent history, I think of the Puerto-Rican american graffiti artist whom I have been in near weekly contacts with for the last years and I think of the stories he told of “growing up poor in New York City”.

I cannot say I understand why he has been silent about Trump’s election even though he is living in a Sanctuary city. But I think of the oppression that creates “voicelessness” in the children my projects rescue from slums all over the world. I think of DEFIANCE it must have taken him and his friends as little boys and girls to put their messages on trains so they can’t be ignored by men like Trump and his hordes of racist cretins.

I think of the Water Protectors in Dakota, a few of the First Nation Eco Warriors are my social media friends and won accolades at the UN for their musical work! One of them got punched in the face by a horrible racist at a restaurant in Dakota because the man hated protestors and was racist against native Americans. The proprietor didn’t call the police on the Hate Criminal!  I know some of the people who are bringing them supplies to fight for our climate protection, climate justice and the simple right to clean water. I think of the many many hours of work my friends at Spiralmuse (the first prototype of what is now known as “co-working spaces” in the world) in San Francisco and how they contributed as white and Hispanic american women to help preserve native indigenous cultures. I think of Suzette the ex-Mormon women’s right lobbyist in Seattle and the work she did her whole life at city council to make Seattle the Sanctuary city that it is today with its respect for human dignity.

These decent Americans, they don’t deserve a family like the The Trump! The Trumps are as they stand now, an icon of the American neo-nazi movement and they are trans-generational supporters of the KKK!

So when all those Trump supporters who sent me those reports about how biologically Asians and Black people are lower IQ-ed in the USA than White people, you picked a fight, not just with me, but in the process of condemning all future generations of non-whites to your Nazi rhetoric, you picked a fight with all that is fierce about the History of Human Resistance against Tyrants!

Bottomline: Because of all the reasons above, Kel1st & Yu and FBMF (From Boyhood to Manhood Foundation) will be happy to take up the invitation to propose our strategies to George Soros’ Open Society Foundation in the near future, and to any other foundations set up to Overcome the negative impact of the rise of American neo-Nazism during the Trump administration! Sorry we missed the deadline in December 2016. Thank you for the invitation via the Founder of Voww.tv when she, Vinanti Sarker, filmed at the UN and the occasion to meet individuals from your organisation at an official event.

For any information about George Soros or his Open Society Foundation, follow this link:

Our Mission:

The Open Society Foundations work to build vibrant and tolerant societies whose governments are accountable and open to the participation of all people.

We seek to strengthen the rule of law; respect for human rights, minorities, and a diversity of opinions; democratically elected governments; and a civil society that helps keep government power in check.

We help to shape public policies that assure greater fairness in political, legal, and economic systems and safeguard fundamental rights.

We implement initiatives to advance justice, education, public health, and independent media.

We build alliances across borders and continents on issues such as corruption and freedom of information.

Working in every part of the world, the Open Society Foundations place a high priority on protecting and improving the lives of people in marginalized communities.

Our Values:

We believe in fundamental human rights, dignity, and the rule of law.

We believe in a society where all people are free to participate fully in civic, economic, and cultural life.

We believe in addressing inequalities that cut across multiple lines, including race, class, gender, sexual orientation, and citizenship.

We believe in holding those in power accountable for their actions and in increasing the power of historically excluded groups.

We believe in helping people and communities press for change on their own behalf.

We believe in responding quickly and flexibly to the most critical threats to open society.

We believe in taking on controversial issues and supporting bold, innovative solutions that address root causes and advance systemic change.

We believe in encouraging critical debate and respecting diverse opinions.

As a special mention: I am so proud of the Women’s Right China who marched on Washington D.C. Thank you for being there Ms. Jing Zhang when the rest of us can’t travel to the USA because of expense and life commitments! I know how much our traditional culture prefers to protest quietly and invisibly; with our wallets, with our quieter networks and deeply rooted power that stretches the globe. But I believe it is also very important to occasionally “Be visible” just so those who choose to oppress us as Asians and/or Women and/or Gay and/or Muslims/Buddhist/Christian/Hindus whatever…..do not forget….”OUR quiet Resistance is your ultimate demise!”

*** I am aware of the kind of anti-semitic allegations against Open Society Foundation. I don’t know the details but I can tell you for sure, they did not fund the Women’ Rights China ‘s Protest in Washington D.C. That is a ludicrous deflection of the real issue. If you want to find out the reasons why these women protested, why don’t you ask your  “Pussy groping” POTUS Donald.J. Trump!

While I have my own opinions about human rights violation and Chinese Communism, I understand that often in Nazi conditions, like in the USA 2017 where all oppositions are labelled as “Socialist”, certain individuals managed to RESIST. Once again I am humbled by this story of The Oath of Buchenwald, researched by Otto Meyherhof’s descendent, Dvaid:

The Nazis knew that the communists were the most organized, determined and effective opposition. In 1933-34, they threw over 50,000 communists into concentration camps and murdered many of them.

In most of the ghettos, the resistance groups and the concentration camps, the communists were in the leadership. The amazing history of the Buchenwald concentration camp is not known. Communists led the uprising which liberated 21,000 prisoners just before the American troops entered the camp.

We must do all we can to fight fascism.  Let’s take this oath to heart:

The common experience of resistance-fight inside the camp was focused in the “Oath of Buchenwald” which all liberated prisoners spoke on April 19, 1945 at the last “liberation appeal”. There the former prisoners promised:

“Our cause is just – Victory shall be ours! We performed in many languages the same hard, merciless, so many sacrifices life and this fight is not over yet. Still blow Hitler flags! Still living the murderers of our comrades! Even our sadistic tormentors roam free! We therefore swear the whole world on this appeal court, in this place of fascist terror: We will finish our fight only when the last culprit stands before the judges of the peoples! The destruction of Nazism with its roots is our slogan. Building up a new world of peace and freedom is our goal.” 

This “Oath of Buchenwald” is still the common legacy of all antifascists in various countries until today. And to remember this legacy underlines the value of our commemorative work for the today’s generations. It is not only a historical perspective, but it is a promise for a better future for all.

***** I believe each time, each one of us, in whatever situation we are in, stand up to bullies who oppress others because of their race, gender, sexuality and religion, we are honoring all those who, in the face of great oppression, became The Buchenwald Resistence!

iProtest Arts: Our Art Bus Projects #RESIST Neo-Nazism by accepting #GeorgeSoros’ #OpenSocietyFoundation Invitation because of #Nobelsciencelaureate #Holocaustsurvivor #OttoMeyerhof , #JudgeDonaldPLay, #Billofrights, #Sanctuarycities, #WRC #Washington March and the #OathofBuchenwald! It has taken me over a month to write this since I first came across Nobel Science Laureate 

[justinmark7723]

Importance of Citation and Referencing in Academic Assignment

Every student wants to score good grades on their academic paper. For this, they need to work hard and put a lot of effort into their study. During the academic life, students are given a variety of academic tasks. They need to submit flawless, plagiarism-free, and supreme-quality papers within the scheduled time to score good marks. Writing unique content for academic tasks is not easy for students. It requires a good amount of research to collect information and skills in writing to organize the content in a proper format. Along with good knowledge of the subject, students should aware of academic writing format or style to prepare the academic paper. Assignment helper Hong Kong can offer excellent guidance to compose unique solutions for the academic paper.

When writing an academic paper, you need to use various sources such as books, articles research papers, and so on. It makes the draft unique and genuine, it is important to cite the used sources. In this blog, we will share information about using citation and referencing in academic papers and its importance.

What is Citation and Referencing?

Citation or referencing is the process of acknowledging the original source of information that is used in writing the academic paper. It helps the reader to identify the actual sources and make a strong connection between the information provided by you and its sources. There are different referencing formats used for giving credit to the source, author, and publication. Assignment helper Hong Kong can provide detailed knowledge of the referencing format.

Why It is Important To Include Referencing or Citation in Assignment?

Today, referencing becomes an essential part of academic writing. It makes your work authentic and allows you to locate the original sources of research work.  Let’s take a quick look at the importance of referencing and citation in academic papers.

It Supports Your Arguments

Citation or referencing provides support to the arguments that you include in your academic paper. It shows that you have done your research work and you have a strong understanding of the topic. Using citations will help you to make your content perfect and well supportive with relevant arguments and evidence.

Maintains Academic Integrity

Submitting an academic paper without citation leads to the chances of plagiarism and it is not accepted by university professors. Using proper citation and referencing will help you to maintain academic integrity. In this way, you can give credit to the original sources for their work.

To Make Content Plagiarism Free

Plagiarism is a crucial aspect while drafting an academic paper. It is a practice of copying content from other sources to use in your work and showing it as your own. It is considered a serious crime for academic work. By giving proper citations to the source in an academic paper, you can make your paper free from plagiarism. There are different citation styles available such as APA, MLA, Chicago, etc. You can use the style preferred by the university guidelines.

Identifying the Original Sources

By providing references in academic papers, you can provide a list of sources to the reader that you have used in making the paper.

If you do not have proper knowledge of citation and referencing style, you can take assignment help from experts to get well-cited assignments.

Conclusion

Citation and referencing are important to make the draft unique and maintain the credibility of the work. Every student should learn the style of citation. They can also take help from experts to get unique papers.