命。名。

也许，我是命苦的。

长女，不好当。
背负的是责任。背负的是榜样。
你的不好，都会被放大。
你的好，换来的是赞美；当好变成不好，换来的是失望。

学生，不好当。
背负的是成绩。背负的是self-expectation。
好学生，别人把你当神拜，老师把你说成乖。
坏学生，朋友把你当成鬼，家长说你被带坏。

一直以来，做的都是比别人多。
成果，却是画成个等符。
也许，命运就是安排了我的人生路比较坎坷。

同样是走地下情。
别人狠狠地揭开了我的疮疤，我却替人保护着他们的甜蜜。
同样是做报告。
别人轻松自在地游走于工作与玩乐之间，我却希望忙里偷闲。
同样是女儿。
如今你们拥有了物质享受，钱，你有本事挥霍。

我就是爱比较。也许是怕输的个性。
若没有比较，我就不会知道世界是不公平的。

幸好，我是射手，射手就是乐观。
我相信世界有它公平的地方。
老天从你身上拿掉了一些，它就会在其他的地方补给你。

没有那些不公平的想法，我就不会有自己独特的思想。
虽然没有一技之长找饭吃，但是学习能力足以让我略懂一二。

女人虽然是水做的，可是她还是会笑。
听雨轩，最初的梦想就是让身边的人都快乐。
可是，很早以前这梦想就破灭了。
可是，《听雨轩》的宗旨不会变。

《童话》

Jason Chen 和 J Rice　改编的《童话》。
无可否认，我很喜欢Jason Chen。
他的声音好好听。好好听。

《童话》让我没有大喜的歌曲，却红遍世界各地。
再一次听这一首歌，心里莫名悸动。

原来，不知从什么时候开始，我不再相信童话。
亲情的摒弃，友情的背叛…
拒绝被爱之听雨轩，还是存在的。

曾经有朋友告诉我，就算再坏的孩子，家门还是为他而开。
我不是坏孩子。我坚持自己没有错。
如果他们坚持他们自己，一切将会延续。
不是因为爱情，是因为我看到了别的东西。
我知道，我们都有不该的地方。

友情，不是你背叛我。
我的伤，偶尔隐隐作痛。
这伤，我承认，我也有责任。

因为一切，我不再相信童话，更不相信永恒。
剩下的爱情，是我仅有的宝藏。
完了，听雨轩就完了。
你也许不知道你对我有多重要，也许我自己也不清楚。
可是…时间会是最好的证明。


亲情，我想保护的我会保护。
友情，我还是付出着我的真心，却不再归类彼此的地位。

《童话》如果在我的生命最终出现，我应该会很感动。

纯粹发泄

每个人都拥有他能做的事，也有他不能做的事。
这几天很容易就气在头上，两个字---很火。

课业~
报告还没有开始，一大堆资料要读。
我负责的不是我自己的部分，还要负责监督其他人的部分。
完美主义嘛…我在慢慢地一点一点地放手。
很奇怪，课业上的事，你只要大概告诉我，我就知道整个东西该怎么安排怎么做成果会怎样。
是，那是好事。可是当大家都来问你这个怎么做那个怎么做的时候，就会烦。
我承认我是很没有耐性的人。
从小到大，妹妹就是被我骂得很够力的人。
我在做东西的时候不喜欢别人问东问西的。她也只有挨骂的份。
还有，我能自己去处理去学做的东西，为什么你们不能？
我不喜欢从头到尾解释得很详细，因为我知道我的语气到最后会透露出不耐烦，那也只有影响感情的份。
我的情绪我未必的控制，但我会尽量避免后患。

在忙着很多东西的时候，偏偏电脑的adapter坏了。
又要去问价钱然后哪里买。
麻烦。

最近连电话接到都烦，因为没有什么可喜的成份。
爸爸打电话问朋友Deepavali的假期有没有回家。
很不爽地说。时间表写给你们很明显星期六有上课，人家是要怎么回家？
妹妹打来问功课。我一直很不喜欢的东西。
以前我有问题的时候谁来帮我？
一切都是我自己在走过。以前是，现在也是。
我不是谁。我不是有义务连你们处理不好的东西都要处理。
妹妹一直眷恋着家。家，对她来说很重要。家人，对她来说不能少。
这样，你什么时候才要学习长大独立？
我不是你。我不可能像你那么爱家。请别把你们的想法套在我身上。
妈妈打来问说housemates有没有回家。我说没有她说我骗人。
奇怪。我跟他们不熟。他们有没有回家我干嘛要理？
老公很尽量在陪我安慰我。可是我连说也不想说。
就算你多了解，我的东西还是要我自己处理。
连你的东西我也要开始帮你处理。

简单来说，对于所有的事都很累了。
我很懒惰。所以很不喜欢同一个时间要处理那么多事情。
有些还不是我要处理的东西。
有些还是突发状况。
我不说，不代表我没什么。

就算再气，也没有发泄的余地。

女生每个月都有合理发脾气的理由。
我处在这个阶段，红色警报响起。
好自为之。

吉隆坡下雪-黄明志

一个人容易疲倦，睡了寂寞会不见。

习惯了两个人的生活，是否会不习惯没有你的夜。
身边没有了该有的体温，剩下的是双眼的温热。

我还是比较欣赏黄明志的慢歌。
不是快歌不好，是他的慢歌往往都夹杂了少少心痛少少感动。

歌词的运用，是因为感同身受还是量身订做？
唱腔里的那种痛楚与无奈，是因为你真的寂寞了，还是本是如此？
（如果能见到你，我还记得，我应该会这么问你~哇卡卡~~~）

每次听你的歌，都只能说也只想说，
黄明志，加油！

星期天，凉风吹着的早晨…
惬意的周日，是让人睡到自然醒的良辰吉日…

很懒的我竟然错过了这美好的一天！
我的天啊~
很讨人厌的报告…
读journals眼睛会瞎掉的啊！
那些什么医什么生什么专什么家的…不是说要保护眼睛的吗？
厚~难道这就是他们的策略？
21世纪的现今社会，物质生活品质讲究一个好字~
然后你们就利用你们的优势，欺骗大众的感情和钱财~
要保护眼睛啦！花钱咯！
所以…所有高科技都是有副作用的。

Questionnaire做了错了又错~
我的天啊~
第一次遇到这么麻烦的事…以前怎么做都是会对的~
我觉得那个陈老师有陷害我的成份。
可是…可以跟他学习是很好的事情…
起码，我知道survey和test是有这样的分别。
还要感谢他很乐意兼不嫌其烦地回答我的问题。
可是…这些恼人的事可以不要再只有7个星期的short semester吗？
下个星期就要交了…
我的time management 很差的啊！（除了在睡眠那方面）
我很凶的啊！（可是心地很好地说）所以，不要惹我啦~
我要睡觉觉觉觉觉觉觉啊~~~
这学期没有办法让我翘课啊~
tutorial 的两位tutor都很可爱哦~我很乐意上你们的课叻~

我不要~~~~~
是该放手让他们学习吗？
有时候，觉得自己顾虑得很多~
大家处理着自己那部分的时候，我就在想着整个局势整个报告该怎么走~
幸好，逃过了要找journals 的一劫~可是通常我就是坚持仔细地审阅全部journals~
（是很白痴地说）
这个学期，灵感没有找上我~
脑袋空空如也，报告的事情毫无头绪。
是时候让你们去死一死了~（没有啦，是学习）
早知道…让你们自己处理到完…（可是有点迟了）

组员们，准备好拿11/20吧…
我做了最坏的打算咯…
本小姐有本钱给你！老师，分数送你吧~
（是我没本事拿）

星星？希望？虚幻？

人终其一生忙忙碌碌，
为的是在那一刻战斗？
还是为了未来而奋斗？


停下来想一想，
追逐的是什么？
梦想？目标？现实？


也许，你不会为了一个问题而放弃你一直坚持的东西…
只因为你相信，你手中坚持的那就是对的。
我们总是被教导着努力和坚持不放弃，不是吗？
从来没有人教你，该在什么时候要学会放弃。


当想要握住的星星越多，你是否已经忘了朝霞的等待？
星星，是否会闪？是希望，还是…虚幻？
累了捉不住了，你才恍然大悟…
你错过了…

GARNIER Aqua Defense 水润凝护系列

前些日子，朋友介绍了我用卡尼尔水润凝护泡沫保湿洁面乳。
淡淡的香味，这就是这一套产品我喜爱的地方。

护肤产品是不是要用同一个牌子同一个系列我可不晓得～
但是…平时上课时间待在冷气房，放学回家宅在自己的冷气房…自己可是爽得不得了…
可是…皮肤受得了吗？
也许…是时候做好保湿的………东东了…
（p/s: 我可是懒女人也！朋友曾问：“你可以不要酱懒吗？”呃………………不可以呐…老公也是会说“你很懒欸！”哇卡卡~~~我开始对这缺点有点自豪地说…）

除了洁面乳，还买了卡尼尔水润凝护保湿爽肤水（Toner）～
之前的搽在脸上会有一种黏腻感，可是这个就不会了!
搽在脸上不只不会黏腻，而且脸蛋感觉嫩嫩地…
还配合了卡尼尔水润凝护全天候密集保湿精华凝露…

哇～皮肤应该也有爽到了！
哇卡卡~~~

前几天在面子书看见一篇文章：
其中检验化妆水好坏的方法就是用力摇，摇完之后看泡泡…
其中一向写着：泡泡细腻丰富，有厚厚的一层，而且经久不消，那就是好的水。
而我用着它，在我用力摇了过了很久…泡泡都还是很多而且不容易消散。
来瞧瞧：

原来…它是其中之一…^^

想知道Garnier更多的产品和系列，可以留览
http://www.garnierchina.com/

Study Group for Final

Those who joined our study gorup for previous semesters, here is a suggestion for the study group for this semester.

UAPP 2063 Adolescent Psychology
1. Introduction
2. Science of Adolescent Development
3. About Puberty and Reproduction
4. Physical Health of Adolescents
5. Cognitive Development of Adolescents
6. Executive Functioning
7. Identity and Emotion
8. Sexuality
9. Family
10. Exploring Peer Relations
11. School and Work

UAPP 2053 Organizational Psychology
1. Introduction
2. Methods of Study and Research
3. Job Analysis
4. Selecting Employees
5. Training
6. Performance Appraisal
7. Social Organization

-Subjects will be updated according to syllabus-

Date, Time, Venue of study group has not been confirm and might start on either week 6 or week 7 (but I will not be around for the whole week 7), depends on your availability and the exam timetable.

Please think of which chapter you prefer and kindly do notes if you able to make it.

Max. 10 members.
1. 听雨轩
2. Ah Hee

Thanks for your cooperation. Good luck in your Mid-terms and assignments before you bump into finals.

Just A Dream - Nelly

If you ever loved someby put your hands up
And now they're gone and you wish you could give them everything

曾经拥有的，要珍惜现在拥有的~
现在拥有的，要珍惜可能失去的~

Free Your Ideas to Digi

你的大学生涯烦闷枯燥吗？
梦想，难道就只能是梦＋想吗？
身为一个热血青年，你心中的那团火在燃烧吗？

想去新加坡台湾欧洲吗？没有钱！
想去金马仑享受大自然吉隆坡疯狂购物吗？没有钱！

很好~RM10,000够你花了吧？
就算你做牛做马了好几年也未必能存到的RM10,000~
RM10,000，不用你做牛做马就能轻易到手，让你实现你的梦想！

详情留览：

http://www.nuffnang.com.my/blog/2010/10/21/free-your-ideas-with-rm-10000-in-support-from-digi/

http://www.facebook.com/DiGiYouths　

（记得留意terms and conditions 噢）

很简单！
你只需要有一个疯狂点子，一架相机（甚至是有摄像功能的手机），一台电脑～

很简单!
你只需要向这RM10,000踏出第一步！

Neway Karaoke Box, One Utama Shopping Centre

Red Box? Green Box? AmpSquare? ...

源自香港的Neway Karaoke Box 却是我的最爱~
13/10去了Neway,它变了!

1.那么多的K房,这家的音响最好~
2.食物好吃了很多~之前的是可以吃,现在的是不错吃~
*掌声鼓励鼓励*
3.对于穷学生一名,价格也是便宜了!
k-lunch:RM9.80++ (星期一至星期四) RM16++ (星期五和周末)
现在还有很多promo噢~
ladies special... birthday month special...
4.时间!
k-lunch时段基本上从11点唱到2点,还有机会extend到3点哦~
以前?4个人唱两个小时可是不过瘾啊!

唱歌,尽兴是非常重要的!
Neway~爱唱歌的本小姐强力推荐~

欲知更多详情,请留览 http://www.newaykb.com.my

Berjaya Times Square 101010

吉隆坡一带,除了金河广场,相信Berjaya Times Square又是时下年轻人爱去的地方~
尤其女孩子~爱逛街买衣服,尤爱以少少的钱买到多多的东西~
我承认我是贪小便宜啦！XD

下午，爸爸驱车载妈妈和我们3姐妹去~
一上车爸爸就骂妈妈~很够力那种~
（心想：妈妈挨骂那么多年，是怎么撑下去的？而且还能把那些难听的话当成耳边风~说真的，老妈子没跑路，老豆应该谢天谢地…希望老公以后不会那么对我…最起码的，现在他不会…他都没有脾气的…嘻嘻…）

秋东装火辣面世……
毛绒外套和上衣…毛绒绒的是我目前的爱好…
就在这天让我拥有了…RM35……对我而言，划！
比较常见的还有……有个性的上衣，普通的吊带上衣，长袖外套（最底的可以找到RM10，我扫了一件XD）,包包………………

Berjaya Times Square 的“非名牌店”，衣服都是RM15-RM40左右啦…

一双双一对对的，可以去拍拍拖散散步……

一只只一个个的，可以约在一起上去散散心运运动……

看下帅哥美女啊，看下美美的衣服诱人的裙裙啊……

没钱给它看过去过一过瘾，有钱就给它花下去促进经济啦……

美丽的东西，看了总是会让自己心情变好……

Sunway Pyramid 03/10/10

Sunway Pyramid
给我的感觉就是有钱人去的地方
卖的东西，不是很便宜地说……

Watsons~
有了它的Membercard，最近喜欢上了它…
为了分数和便宜货，花不少…
其实，那是Watsons的招数…
大家不要上当啊！买有需要的就好……

Subway
我长那么大还是第一次去吃…
呃……分量，如果我一个人吃，很撑地说……

Daison 日本店
新开张，全场RM5……很多人买……
可是基本上那里的物品如果你去别的地方买，不用RM5就买到了
但是……很多人去买！
我的天……

看到鞋子，妹妹说如今流行的……
价钱很美，RM60……的平底鞋……
我是需要平底鞋，但我买过最贵的还不到RM50呐！
而且还是我喜欢的高跟鞋……

看到包包，RM20而已……
妹妹很快就买了一个……超夸张的咯！
我是需要包包……
但……基本上，我很多包包了……
不想买了，过年前又买……

过后逛夜市……
看到灯笼裤……很好，我以前想要的…可是现在干塘了……
妹妹很快很冲动立刻马上付钱了……

我还要买……这个这个和这个……那个那个和那个……
嗯……我妹妹其实没有什么钱，可是很厉害买……
我不要像她！
老公叫我买……他只会叫我买买买……
我不要用他的钱……太多……呵呵……我要靠自己……

没有专长，很可怜……
有时候觉得自己一无是处……
别人还可以打工投资赚外快……
我就什么都不会……

你是否曾想过……

在你没有钱的时候，你要怎么找钱？

钱……真的很难赚……

就算会赚，记得要省……

也许你要养老婆……

也许你要养家人……

也许你老公很辛苦……

公主嫁到之《四给信条》

《公主嫁到》
不错的连续剧。
值得一看的是当中的道理。
做人有时候不需要在乎门第，社会阶级；
做人要活在当下，开心就好!

今天第29集教了《四给信条》
1. 给人信心
2. 给人欢喜
3. 给人希望
4. 给人方便

在此分享，希望大家受惠。

－值得一看－

Jyin 傅健颖－以为你还在

我以为你还在

我还等着你回来

一起看海　拥抱海的澎湃

数到三　还不来

回忆不释怀　我在等待

可是　你怎么　都不会回来

你是否等待着永远都不会回来的那位?

考试加油，不要一直 down down down

最近的你，好像过得不太好~
考试要考得好，睡眠已减少，压力却没少~
幸福也许在下一个转角~
听一听这一首歌~
来让心情先变好~




说一声加油一切更美好，所有的悲伤请往边靠~
这一种加油人人都需要，手牵手我们一起赛跑~
不管顺流或逆流，你总得抬起头~
让我们一起走，走过艰难或困惑。


心情还是很down 吗？




Baby are you down down down down down?
Dowwwnnnnnn, Dowwwnnnnn..........
Even if the sky if falling down,
JUST LET IT BE!

动起来吧！过去的还能让时间倒流吗？
看见了吗？前方有条分岔路~

Life Span Development

Short notes have been written by Ah Hee (Prince Bake Cake) *Claps Claps*

RIBUAN RIBUAN TERIMA KASIH to him....

I have combined the notes, according to early childhood and middle&late childhood.

Here are the links or you can search according to the blog lists.

Early Childhood (Physical and Cognitive)
http://yuxuantingting.blogspot.com/2010/09/life-span-early-childhood.html

Early Childhood (Socioemotional)
http://yuxuantingting.blogspot.com/2010/09/life-span-early-childhood_13.html

Middle and late childhood (Physical and Cognitive)
http://yuxuantingting.blogspot.com/2010/09/life-span-middle-and-late-childhood.html

Middle and late childhood (Socioemotional)
http://yuxuantingting.blogspot.com/2010/09/life-span-middle-and-late-childhood_13.html


GOOD LUCK in your exam.
Either to FIGHT or to GIVE UP is on your hand.
Everyone stands a chance to score.

Life Span--- Middle and Late Childhood (Socioemotional)

emotional and personality development

the self:

-self-understanding increase by describe themselves in more psychological traits. recognize social aspects of the self.

-understanding others: perspective taking(ability to assume other people's perspective and understand their thoughts and feelings.

-self-esteem:self-worth or self-image

-self-concept: domain-specific evaluation of the self-academic, athletic, appearance, and so on.

-self-efficacy: belief that one can master a situation and produce favorable outcomes. "I can."

-self-regulation: deliberate efforts to manage one's behavior, emotions, and thoughts, leading to increased social competence and achievement.

-industry vs inferiority: industry mean children become interested in how things are made and how they work.

emotional development:

-developmental changes:

       1) improved emotional understanding

       2)ability to suppress or conceal negative emotional reactions

       3)the use of self-initiated strategies for redirecting feelings

       4)a capacity for genuine empathy

-coping with stress: using cognitive coping strategies.

       1)reassure children of their safety and security

       2)retell the event and listen

       3)encourage them talk about any disturbing or confusing feelings

       4)protect children from reexposure to frightening situations and reminders of the trauma

       5)help them make sense of what happened.

moral development:

-piaget's stage: autonomy morality (know that rules and laws are created by people, changeable depend on the situation)

-kohlberg's theory:

       1)preconventional level: stage 1 heteronomous morality (moral thinking is tied to punishment), stage 2 individualism, purpose, and exchange (individuals reason that pursuing their own interests is the right thing to do but they let others do the same.

       2)conventional level: stage 3 mutual interpersonal (value trust, caring, and loyalty to others. often adopt their parent's moral standards), stage 4 social system morality (moral judgments are based on understanding the social order, law, justice, and duty.)

       3)postconventional reasoning: stage 5 social contract or utility and individual (reason that values, rights, and principles undergird also or transcend the law), stage 6 universal human rights (develop moral standard based on human rights)

-kohlberg's critics:

       1) moral thought and moral behavior

       2) culture and moral reasoning

       3) families and moral development

       4) gender and the care perspective

       5) social conventional reasoning

-Prosocial behavior:

-moral personality:

gender:

-gender stereotypes:

-gender similarities and differences:

       1)physical development

       2)cognitive development

       3)socioemotional development

       4)gender-role classification

(to be continue)

Life Span--- Middle and Late Childhood

physical changes and health(do not covered because not important)

Children with Disabilities

-learning disabilities: children who has difficulty in learning- 1)understanding and using spoken or writing language 2)difficult in listening, thinking, reading, writing, and spelling 3)difficulty in doing math 4)dyslexia, mental retardation, emotional disorder.

-attention deficit hyperactivity disorder (ADHD): 1)inattention 2)hyperactivity 3)impulsivity

-Autism spectrum disorder: Autistic disorder（自闭症）. Mild autism name Asperger syndrome（轻微自闭症）

cognitive changes

-Piaget's cognitive developmental theory: 7-11yrs old.

       1)reason logically

       2)imagination-reversible mental action applied to real.

       3)ability to classify or divide things into different set or subsets and to consider the interrelationships

       4)seriation: ordering stimuli along a quantitative dimension such as length

       5)transitivity: ability to logically combine relations to understand certain  certain conclusion

-information processing

       1)memory:

              *knowledge and expertise (extensive knowledge about a particular content area, influence what they notice and how they organize, represent, and interpret information).

              *strategies:mental imagery and elaboration (way to learning and remembering information, require effort)

              *Fuzzy trace theory: verbatim memory trace(precise details of the information) and gist(central idea of the information)

       2)thinking:

              *critical thinking: reflectively, productively, and evaluating evidence. analyze, infer, connect, synthesize, criticize, create, evaluate, think and rethink.

              *creative thinking: convergent thinking(produce one correct answer) and divergent thinking(produce many answer for one question). brainstorming,don't over control, build children confidence.

              *scientific thinking: questions about reality and seek answers  to problems. aim at identifying causal relations.

-intelligence:

       1)ability to solve problem and adapt and learn from experiences.

       2)types of intelligence: Sternberg's Triachic Theory- analytical intelligence, creative intelligence, and practical intelligence (improtant worr....) Gardner's eight frames of mind- verbal, mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist.

-interpreting difference in IQ Scores (not important)

-extremes of intelligence: mental retardation（迟钝） and Giftedness（恩赐）

Language development

-vocabulary, grammar, and metalinguistic awareness

       1)mental vocabulary is organized- if u ask "dog", child may answer "cat" and "bird" which in group "animal". about 40000 words. metalinguistic awareness

-reading

       1)whole-language approach: based on the idea that instruction should parallel children's natural language learning. Reading materials should be whole and meaningful.

       2)phonic approach: the idea that reading instruction should teach the basic rules for translating written symbols into sounds.

-bilingualism and second-language learning

Life Span--- Early Childhood (Socioemotional)

Emotional and Personality Development

the self:

-Erikson: initiative vs guilt

-understanding

       1)self understanding: self-recognition/self-description with physical traits(size, shape, color) at 2-4 of ages, psychological traits (nice, warm, charm) at 4-7 of ages

       2)understanding others: 4-7 of ages. they might say:" my teacher is nice" to show their understanding toward others. understanding that people may make statements that aren't true to obtain what they want or to avoid trouble(当弄坏东西过后，他们都会说：不是我弄的，是……）

emotional development:

       1)self-conscious emotion: refer to themselves and be aware of themselves as distinct from others (prime, shame, embarrassment, and guilt).2-4yrs old child will use more emotional terms to describe themselve; 4-7yrs will be more describe others. parent play an important role in developing children emotion: Emotion-coaching (view children's negative emotion as apportunity for teaching) and Emotion-dismissing parent(ignoring, rejecting, denying children negative emotion).

moral develepment: involve thoughts, feelings, and actions regarding rules and regulations about what people should do in their interaction with others.

       1)freud-superego

       2)piaget's moral reasoning: heteronomous(rules and regulations is unchangable, belief that if break rules then will get punishment) and autonomous(belief that rules and regulations are created by people, changable very situation and time)

       3)moral behaviour: processes of reinforment, punishment and imitation.

       4)conscience(良知): an internal regulation of standards of right and wrong that involves an itergration of moral thought, feeling, and action.

       5)parent influences: through the quality of parent-child relationship, being proactive in helping children avert misbehaviour, and by engaging children in conversational dialogue abpout moral issues.

gender:social and psychological dimensions of being male or female.gender identity:sets of expectations that prescribe how females or males should think, act, and feel.

       1)biological influence: heridity

       2)-social influence: social role theory, psychoanalytic theory of gender, social cognitive theory of gender

          -parental influences: mothers' socialization strategies and fathers' socialization strategies.

          -peer influence: gender composition of children's group, group size, and interaction in same-sex groups

       3)cognitive influences: gender schema theory

Families

parenting:

-Baumrind's parenting styles

       1)authoritarian: parent exhort the child to follow their directions and to respect work and effort （封建家族/控制）

       2)authoritative: parents encourage their children to be independent but still place limits and controls on their action（西式家族/自由）

       3)neglectful: parent is very uninvolved in the child's life（过度自由家族/泛滥）

       4)indulgent: parent are highly involved with their children but place few demands or controls on them （现代家族/溺爱）

-punishment:corporal (physical/体罚) punishment has been considered a neccessary and even desirable method of disciplining children (spanking)

      1) will lead to lower level of moral internalization and mental health

      2) children will imitate parent's corparal punishment behavior and will lead to agressive and out-of-control behavior

      3) punishment instill fear, rage, or avoidance...

      4)心里会不甘愿，会喊说：“why don;t you try this out?!”

      5) punish will become abusive...

child maltreatment:place child at risk for academic, emotional, and social problems.

-types of child maltreatment:

       1)physical abuse（体罚）

       2)child neglect（忽略）

       3)sexual abuse（性虐待）

       4)emotianal abuse（精神虐待）

-development consequences of abuse: poor emotion regulation, attachment problems, problem in peer relations, difficulty in adapting to school, and other psychological problems such as depression and delinquency (拖欠). way to reduce: homevisitation and improve maternal-infant attachment.

sibling relationship and birth order:

-sibling interaction with each other in positive and negative ways.

-birth order related with personality development. eg, firstborns are more adult-oriented and self-controlled but have more guilt, axiety, and difficult coping with stress； only child often are achievement-oriented.

changing family in a changing society:

-working parent

-divorce arent

-homosexual parent

peer relations,play and television

peer relations:

-good peer relations can be necessary for normal socioemotion development.

-special concern focus on children withdrawn and aggressive. withdrawn（抽离）: rejected by peers and may feel lonely and lead to depression. aggressive: lead to delinquency and dropping out of school.

play: very important to children to master anxieties and conflicts, cope with life problems.

-play can work off excess physical energy, to release pent-up tensions, work off frustrations, able to analyze child's conflict and way of coping with them.

-type of play: sensorimotor play, practice play, pretense/symbolic play, social play, constructive play

television( didn't covered because come out in last sem)

Life Span--- Early Childhood

Physical Changes

1. body growth and change

  Height and weight:

-grow 2.5 inches

-gain 5-7 pounds

-girl slightly higher than boy

-girl has more fatty tissue than boy

-boy has more muscle tissue than girl

-both boy and girl will slim down and head and body will be more propotional

  Brain:

-at age 3, brain is about 3/4 of adult size

-at age 6, it develop 95% of adult's brain size

-myelination increase. it will affect of increasing the speed and efficiency of information travelling through the nervous system. it also important in the development of a number of children's abilities.

2. Motor development

  Motor:

-gross motor skills: age 3, start to hopping, jumping, running banck and forth. age 4, same movement but more adventurous. age 5, more adventurous than age 4, enjoying races with each others and their parents.

-fine motor skills: age 3, pick up tiniest objects between thumb and forefinger. when play with a simple jigsaw puzzle, they rather rough in placing the pieces. they often try to force the piece in the hole or pat it vigorously. age 4, improved substantially and become much more precise. age 5, their hand, arm, and body all move together under better command of the eye.

3. Nutrition

-eating habits: what child eat affects sketetal growth, body shape and susceptibility to disease

-overweight young children: young children's eating behavior is strongly influenced by caregiver's behavior. distractions from TV, family arguement and competing activities should minimized.

-malnutrition in young children from low-income families

4. Illness and death

-caregiver unware of danger in many instance, often puts children in situations in which they are at risk for injuries.

-parental smoking: develop wheezing symptoms and asthma

-low income families: poor health status.

Cognitive change(text 217-231)

Piaget's preoperational stage:

-2-7yrs old

-children cannot yet perform operations, which are reversible mental actions, but they begin to represent the world with symbols,to form stable concepts and reason.

-two stages:symbolic function substage (2-4yrs old) & intuitive thought substage(4-7yrs old).

1)symbolic function substage: ability to mentally represent an object that is not present. but this limited by egocentrism（自我中心） and animism（万物有灵）.

-egocentrism: inability to distinguish between one's own perspective and someone else's perspective. eg, a children who thinks in a preoperational way cannot take the perspectiveof a person siting at another spot.

-animism: belief that inanimate objects have lifelike qualities and are capable of action. eg. "that tree pushed the leaf off, and it fell down."

2)intuitive though substage: use primitive(原始) reasoning and want to know all sorts of answer. but children seem so sure about their knowledge yet are unaware of how they know what they know. eg, 我从哪里来？

-centration and lack of conservation also characterize of preoperational stage.

1) centration: a centering of attention on one characteristic to the exclusion of all others.

2) lack of conservation: awareness that altering an object's or substance's appearance does not change its basic properties.

Vygotsky's theory（社会学）:

-emphasize on social constructivist approach to development.

-child use of language not only to communicate, but also to plan, guide and monitor their own behavior and to help them solve problem.

-ZPD(Zone of Proximal Development): range of tasks that are too difficult for children to master alone but can learn with guidance and assistance of adult or more-skilled children.

-Scaffolding（监护人/辅助）: changing the level of support. when the student's competence increases, less guidance is given.

-language and thought: dialogue- private speech（自言自语）, use for self-regulation and solving tasks. eg, when a child playing puzzle might say to herself: "which pieces should i put together first? i'll try those green ones first. now i need some blue ones. no, that blue one doesn't fit there. i'll try it over there."

Information processing:

-attention: focusing of mental resources on select information. salient vs relevant dimensions. planfulness.

1) executive attention involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, and dealing with novel or difficult circumstances.

2) sustained attention is focused and extended engagement with an object, task, event, or other aspect of the environment.

-memory: central processing of cognitive development. short term memory vs long term memory.

-strategies and problem solving: young children usually don't use strategies to remember, but they can learn rather simple, goal-directed problem-solving.

-theory of mind: awareness of one's won mental processes and the mental processes of others.

1)false beliefs: beliefs that are not true.eg, 【Band-Aids Box】, 【The Sally and Anne False-Belief Task】, 【Ambiguos Line Drawing】

2)Autism（自闭症）:difficulty in social interactions as well as repetitive behaviors or interests. poorly reasoning in false-belief tasks.

Laguange Development

understanding phonology and morphology:

-young children increase their grasp of language's rule systems (不再是crying, cooing, bambling).

-In term of phonology(音韵学) , they become more sensetive to the sounds of spoken language.

-morphology, they begin using the pural and possessive forms of nouns. eg, dog and dogs and dog's

changes in syntax and semantics:

-ordered of sentence(ruls of syntax). eg，infant的时候：“抱抱！” or “妈妈！”。child的时候：“我要妈妈抱抱。”

-semantics: vocabulrary development increase (around 14000 words)

advances in pragmatics:

-conversation skill improve

-more polite and adapt their speech in different settings

-change their speech style to suit the situation.

young children's literacy:

parents and teachers need to provide young children a supportive environment to help them in developing literacy skill.

Early Childhood Education(i won't be covered this chapter becoz no point in it XD)

ESS Tutorial 11

The Proportion of the World's Population Living in Urban and Rural Area in 1990 and the Forecast for 2025

Pie Chart 1990 World's Population
rural developing world 52%; rural developed world 6%; urban developing world 25%; urban developed world 17%
Pie Chart 2025 World's Population
rural developing world 13%; rural developed world 37%; urban developing world 46%; urban developed world 4%

The pie charts show the proportion of the world's population in urban and rural area in 1990 and the forecast for 2025.

More than half which was a significant 52% of the world's population live in rural developing area in 1990 followed by urban developing area, urban developed area and rural developed area with 25%, 17%, and 6% respectively. In 2025, 46% and 37% of the world's population will be reciting at urban developing and rural developed area respectively. The others will be living at rural developing and urban developed area with 13% and 4% respectively.

The rural developed area in 2025 was forecasted to be populated by more than 50% the population in 1990. The world most populated area, the rural developing area in 1990 was forecasted to experience drastic population decline to 13% in 2025. The population living at urban developing area in 2025 was predicted to increase to almost double the population in 1990. The urban developed area was predicted to be populated by only 4% of the world's population in 2025 compared to 17% in 1990.

The improvement in the health system in the rural developing countries may be the reason of them becoming rurul developed world as shown by the drastic movement. The lack of inflow of immigrants to the rural developing countries may be the main reason for the dramatic slump. The urban developing area may be dominating the world's production, hence, the increase in population. The urban developed countries such as countries from the U.S. and the Europes, may lost their scientific and technical supremacy for the benefit of developing countries. In urban developed countries, population are projected to decline as fertility levels are expected to remain low.

(* Correction: As wordings are limited, and this part is just contain 2%, Ms Christina suggested us to write only one or two reasons or prediction generally.)

From the information above, the world's population living in urban area has an overall increase in 2025 as the result of the development of rural area.

English for Social Science

Format
Correcting Grammar Mistakes 10%
Reading Comprehension 40%
Summary Writing 20%
Graphical Interpretation 30%


Graphical Interpretation
1. Introduction 2%
- title of the chart

2. Explain each element in each chart 4%
* all must be past tense, except for forecast/prediction

3. Comparison 5%

4. Logical Reasons/ Predictions 2%
- according to Ms. Christina, as the wordings limited to around 180 words, therefore 1 or 2 general mainpoint(s) is(are) enough

5. Conclusion 2%

Grammar/ Language 10%
Organization 5%


ps: I didn't attend Mr. Christopher's lecture on week 14, so there might be some infomation have been left out. Kindly add in or comment if got any extra information.

Thank you for your cooperation.

GOOD LUCK in your final.

厉害

首帖发于考试前些日子。
厉害，别人给予的形容词。
厉害的定义，谁来揭晓？
成绩的优秀，是否断定了个人的努力，个人的聪慧？
成绩优秀，只不过是成绩优秀。他，并非聪明之人。
卓越的成绩，夹杂着那颗不紧张的心。
别人只看见了厉害。
谁曾看见了眼底下闪过的那份恐惧？
谁曾看透了内心里纯纯欲动的紧张？
谁曾看穿了脑袋瓜上放肆的压力？

学生，总是学习着怎么生存在学校里，以学校成绩为生存在社会里的光环。
考试，考的只不过是一部分的学识，试的只不过是你的抗压力与战斗力。
短短的考试时间，看尽了教育场所的不公平；测试着你对特定题目的了解程度，测试着你对时间的控制能力，测试着你的语文程度，测试着你的吹水技巧。
考试，考的是学生的知识？
你看清了一切，却也选择了让自己沉沦在虚幻的世界里。
你编织了一切~

为了考试紧张的人，比比皆是。
没有把课本上的东西读完，愧疚感。
没有及时回答考卷问题，痛恨。
没有正确回答考卷问题，失落。
没有考取理想的成绩，后悔。

自己理想的成绩，是侥幸。
别人理想的成绩，是厉害。

一切，真是如此？