Fever and final exam

I woke up one morning sweating and decided to sleep flat on the floor. I woke up a few hours later, with drippings from my nose. I quickly wipe it with the back of my hand and thinking it is just the allergic reactions that I normally had.

Until late in the afternoon, I realized that my little drippings has turned into a full blast cold and I have been sneezing like crazy. At that point of time I wish I can leave my nose near the gutter and let it drips for as long as it wants too. As night falls, I feel horrible because my body starts aching and check my body temperature, it shows that I am having a fever. Worst still, the next day I am having my final exam and I am not fully prepared. Thank god, my friend is willing to drop by with her WIRA and picks me up to sit for the exam because when I wake up in the morning, I don't feel good at all and the exam hall is blocks away from my apartment.

That is the second day of my ordeal with the cold, fever and final exam. I have been fighting, tossing and turn on my bed for 5 days now and still the fever has not left me. Now I am suffering from minor sore throat and my stomach is rumbling wanting to be filled in with food. With everything nearby is closed.

Words of wisdom to remember

There are several accounts in life that would make my life easier if I abide by the word of wisdom. It cuts the chase and save myself from being hurt by others. Some of the words of wisdoms are..

1. Marriage is a base to a stronger relationship.
My dad once told me that holy matrimony and blessings from parents from both sides are important to build a stronger relationship. If the base is not strong enough, how can it support other things that will be built on it. He was right. My marriage run into trouble a few months after we got married and collapsed before it hits 3 years.


2. Your friends reflected your attitude
My friends colour my world in many ways. I become lazy, stronger, happy and sad most likely because of them. They are also leaving behind big scars and happy moments in my life. I am pretty much influenced by my friends directly and indirectly. To be safe, it is not wrong to painstakingly select who are my best friends.


3. If your friend talk bad about others, he / she may likely be talking bad about you as well. Keep your distance from this type of person. A real back-stabber.


4. To those muslim, do not leave your 5 times a day prayer. If you keep in touch with god, he will always keep in touch with you. You will always be look up high by others. But if you forget him, he will forget about you and your level is far lower than those animals and are not worth of any respect. A rich merchant from Indonesia leave me with this advice and I do appreaciate and remember it until now.

5. If your friend did not stand beside you. Then she / he is not your friend. A friend will always support each other.

I'll add some more... later

My first day in UNISEL

After knowing that my husband was held in police custody. My world simply falls apart and I am tired of all the excuses that he gave. I am penniless and exhausted mentally and physically. I need a break from all the torments that I received ever since we got married.

I took a daring and drastic decision. I am leaving my job, my little baby to further my studies in Unisel. I only have RM300.00 and the university required me to pay an amount of RM1270 for the tuition fees and three months hostel rent. I gambled and went to Selangor by train on 26 July 2005.

I arrived in Rawang train station around 5.40 a.m. and waited until 7.00 before walking slowly to the bus stop. When I arrived at the bus station, the bus driver told me to catch a bus in Sungai Buloh. I took a 'commuter train' to Sungai Buloh and learn from the staff at the train station that I have to cross a busy 6 line street to get to small and dilapidated bus stop across the road.

As I try to cross the busy street. An 'Aka' help me to walk together quickly across the road. There I met an indian uncle sending his son to further his study in 'Biotechnology'. Together we went to Unisel catching the same bus and same taxi until we finally reached the registration hall.
Over there the uncle waited for our luggage since we are not allowed to bring in parents and our luggage with us. There are long queues and I waited patiently though I am obviously tired from the overnight journey.

I begged the bursar officer to let me register with only RM150 paid cash and promised him to pay once I received my salary and withdraw cash from the Employee Provident Fund. He finally agreed. I got myself registered and went to my room. The hostels are beautiful, I love the apartment once I saw it.

When I arrived, my roomate is already there. Her family is very friendly to me and nice. They help me returned to the train station and catch the train that night. They even pay for my dinner and bought some fruits as a gift for my mother.

I arrived home at 7.00 a.m. and went to work as usual. Two days later I resigned officially from my post and went to Unisel as a student. Starting 1st August 2005, mark my first day in class as a student.

Poem analysis for My Mother

The tone for the poem ‘For My Mother’ is regret. The daughter is regretting that she could not be with his mother because she is busy with her job. This is can be seen in stanza two from the first line until the last line of the stanza. ‘ A different daughter, or mother, would surely have shared a life of common happiness’. The second tone for this poem is a tone of appreciation. The daughter appreciates her mother and tries not to hurt her feelings. This is stated in stanza one, line one to seventeen. ‘ I sent a letter, careful to say nothing….’.
There are two imageries in this poem. The first imagery is sight which is in stanza one, line eight and eleven,(see). The second imagery is auditory, the word ‘talk’. This is stated in stanza three, line four,(talks).
There are five symbols in this poem. The first symbol is a symbol of rememberance that is symbolizes through letter. This can be seen stanza one, line one “I sent a letter”. The second symbol is check which symbolizes the love and care or as a caregiver. This is stated in stanza one, line five, “I sent a check”. The third symbol is the symbol of memory and rememberance. The fourth symbol is hemming that can be found in stanza three, line six “hemming the days..”. The word hemming means sewing or putting things together by sewing them. In this poem, the narrator is doing all the chores so that by the end of the day, everything will end well and to make sure that everything goes on smoothly. The last symbol in this poem is the word “seed”, stated in stanza three, line ten to eleven “another day, gone to seed” which means that there are another day to start.

Industry versus Inferiority

This is the fourth stage in Erikson’s psychological task. This stage Erikson sometimes referred to as asexual or the latency period. In this stage the children began to have the development of a sense of competence or industry, they are absorbing in the ‘tool world’ of their culture or also known as the workaday world – which prepares them the learning experiences they gained nurtured with the help of cooperative peers and instructive adults. Children operating at t
In the previous stage, children like to experiment with new things around them but in this stage, the children become industrious and will try to accomplish their task successfully and wanted to gain recognition for creating new things. Children at this stage focused on accomplishing their tasks correctly. The problems that might arise in this stage are, some children might leave the age level from six to eleven years old without this sense of industry. They might have the feeling of failure at everything. The feeling of failure includes academic achievement, hobby, sports, positive relationship with teacher and developing friendship. For example, it is important to develop positive peer relationships. Peer rejection tends to carry over from primary school age to secondary school and it may later among the factor that become the factors in academic difficulties and problem in adjusting themselves later in life. This social skills and attention to social problem solving may contribute to developing student competence in making friends and developing social skills. Another problems that might occur at this stage is the crisis of inferiority when they children perceive their skills or status among peers to be inadequate. This perception arises because of failures at establishing competence in some specialized way such as establishing friendship. Inferiority can also yield regression to the hopelessness of over-concern about the opposite-sex parents. The success of the inferiority will lead to an obsession with work, which gives the children the status and identity. As quoted from Erikson, “If the overly conforming child accepts work as the only criterion of worthwhileness, sacrificing too readily his imagination and playfulness, he may as an adult become a slave of his technology. (Erikson, 1968a, p. 289). When the children have developed some sense of competence, the children are then ready to cooperate in some part of the culture that surround them.

Parenting Styles

As a future teacher, it is important for us to know the parenting styles of our students. Currently as studied by the researchers, there are two important differences among parents in the way they relate to their children.
First is their expectation and second is their responsiveness. Their expectations influence their children greatly. Some parents set high expectations on their children and want these expectations are met. Others set low expectations on their children and rarely encourage and support them by any means.
Second is parent’s responsiveness. Responsive parents will interact with their children frequently and try to accept the level of their children. On the other hand unresponsive parents tend to be rejecting or negative towards their children. Using expectations and responsiveness as a guide, researchers have identified four parenting styles and the patterns of personal development associated with them. Those are authoritative, authoritarian, permissive and uninvolved.
Authoritative parents are firm but caring. They encourage children to be independent but still places limits and controls on their action. They explain reasons for rules, and are consistent. They have high expectations on their children. The characteristics of the children of the authoritative parents are with high self-esteem, confident and secure and willing to take risks and are usually successful in school. This type of parenting style combines both high expectation and responsiveness is the most effective for giving the children healthy and personal development. Authoritative parents provide their children with challenge, structure and support in their lives.
Authoritarian parents are usually stress conformity. They are restrictive and punitive and are detached from their children. They give out rules to their children but do not explain their reasons. They also place firm limits and controls on their children and allow little verbal exchange. These parents do not encourage their children to give verbal give-and-take. The characteristics of the children from this type of parents are usually withdrawn from their peers. They worry more about pleasing their parents than solving problems. They are usually are defiant and lack of social skills. They also tend to be anxious about social comparison, fail to initiate activity and with poor communication skills. Problem posed by this type of parenting is often miscommunication between parents and child. Authoritarian parents are rigid and often unable to communicate with their children and negative characteristics that are posed by these children as above.
Permissive parents or indulgent parenting style usually give their children a total freedom. They are highly involved with their children but place few limits or restrictions on their behaviours. They have limited expectations of their children and make few demands on the children. These parents will often let their children do what they want to and get to do it their way because they believe the combination of nurturant support and lack of restraints will produce a creative, confident child. The characteristics of their children are usually immature and lack of self-control. They are usually impulsive and unmotivated in class. Problem posed by this type of parenting is, they are emotionally responsive but fail to set and maintain high expectations on their children. In result these children will usually don’t learn to control their own behaviour and the parents too do not take into account the development of the whole child.
Uninvolved parents usually have little interest in their children’s life. They do not involved in their children’s lives. They hold few expectations on their children. The characteristics of these children are lack of self-control and long-term goals. They also hold the belief that other aspects of their parents’ lives are more important than they are. They are easily frustrated and disobedient in class. Problem posed by this type of parents is that the parents aren’t providing neither structure nor emotional support. The children of neglectful parents usually are socially incompetent in which they have poor self-control, don’t handle their independence well and aren’t achievement motivated.
Children that grow in a healthy parent-child relationship will promote personal development by helping children acquire a sense of autonomy, competence and belongings. This type of relationship also support the development of personal responsibility where one possess the ability to control one’s own action based on developing values and goals. According to W. Doyle (1986), the interaction styles of effective teachers are similar to those of effective parents, and the description of authoritative parenting strongly parallels recommended classroom management practices for teachers. These teachers will usually have high expectations for their students, but they’re simultaneously supportive. Like authoritative parents, these teachers are firm but caring to their students. They establish rules and limits and they expect their students to develop and practice self-control.

Bibliography
1. Santrock, John W. (2001) Educational Psychology. Mc-Graw Hill : Boston p. 86 – 89.

Basic Grammar Rules

There is a rule for every structure in English.
Direct object can exchange places with indirect object.
Never put an adverb between a verb and its direct object.
Adverb of frequency is always after the verb to be.
Adverb of frequency often go between the subject and the verb.
Adverb of frequency should always go between the main verb and its auxiliary verb or between two auxiliaries.
At the end of the line, its manner, place and time.
Travel verb use place, manner and time.
Use the most precise adverb first.
Word order for adjectives are opinion, shape, age, colour, origin and material.
Adjective of the same type should be separated by ‘and’.
When there are more than 2 adjectives of the same type ‘and’ should be placed before the last adjective.
Adjective (but not adverb) can follow ‘be’, ‘become’ and verbs of perceptions.
Adverb can be used before adjective as intensifiers.
I is the subject.
The object is me.
Talk about the other person first.
Use reflexive pronouns when the subject and object are the same.
Use ‘since’ for a point in time.
Use ‘for’ for a period of time.