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The choice to pursue a bachelor’s degree
The choice to pursue a bachelor’s degree has been one of the most fulfilling. I decided on this path due to my interest in finding out how and why humans think and behave the way they do. My bachelor’s degree has taught me a great deal about human thought process and inspired me to pursue further studies in occupational therapy. I find that psychology is an excellent foundation towards becoming an occupational therapist.
My passion for helping others is the most powerful driving force behind my desire to become an occupational therapist. I specifically want to help people with Parkinson’s, dementia, suffered from TBI’s and stroke and other similar problems. These kinds of illnesses are usually debilitating and take a significant toll on the patients’ mental and physical wellbeing. When individuals who previously lived an independent and self-sufficient life have to rely on others, it could discourage them and slow down their healing process. As an occupational therapist, helping such people get back on their feet literally and figuratively would be very fulfilling. Another personal attribute I consider extremely useful in this career choice is my optimistic nature. I always look on the bright side amid any challenge. I hope to transfer this attitude to my patients, which will help them get in a good mental space essential for healing.
Before narrowing I decided to pursue occupational therapy, I considered further studies in psychology. I would like to work with patients, offering counseling and more hands-on work. For this reason, I found that occupational therapy would be a better fit for my goals. Occupational therapy involves finding interventions for patients through everyday activities. It is more hands-on and involving than psychology. The idea that I can help someone get their life back on track by helping with the most mundane activities brings me a lot of satisfaction.
I have spent some time volunteering in a local hospital shadowing occupational therapists and this confirmed my decision to pursue the same career. This volunteer experience has shown me how much impact occupational therapy has on patients’ lives. Examples of patients in the program include people who had been injured in road accidents, patients in early stages of dementia, elderly patients among others. I saw the significant improvements that the patients made from the time they started therapy to the time they completed their program. The therapists assessed the patients’ needs, came up with appropriate interventions, and assisted patients through these interventions. I saw recoveries that I considered miraculous, and I would be honored to transform the lives of people in their time of need.
The Childrearing Differences Between the Efe and the Japanese
The Childrearing Differences Between the Efe and the Japanese
Student’s Name
Institution
The Childrearing Differences Between the Efe and the Japanese
Introduction
The Japanese and the Efe have managed to hold on to their cultural practices amidst rising narcissism levels. Such are the cultures that have kept them as communal families, with so few instability cases. Though culturally different, the two communities achieve the same goal, which is to propagate infant growth and development in a way that protects the cultural beliefs of the society (Rogoff, 2003).
Differences in Childrearing
The rearing of an infant is collective responsibility among the Efe. A child is shown love and care by every member of the community and grows into the communal adaptation.Unlike the Efe that encourage communal lifestyle, the Japanese embrace childrearing from a different angle. Infant education is a mother’s responsibility and the father rarely exhibits the love that is characteristic of the Efe (Kent, 2006).The Efe mothers have the responsibility of feeding and caring for the infants. Breasts are infant reservations and cannot be used otherwise, including for sexual stimulation. As such, nursing and breastfeeding is prolonged. If there is milk left upon satisfaction of a child, younger siblings all get to have a taste. Resultant to that, children grow active and healthy.Mothers carry their babies, most of the time at the front with no garment between to facilitate skin contact. Wrapping of the kids to protect them from the cold is done in a way that is inclusive of both the mother and the infant. The skin contact creates a nursing situation that is baby-led and continues for a period of six months (Kent, 2006)..The intensive nursing by the mother is an activity that goes on for up to five years, even after some other deliveries. The Efe also believes in guidance by nature and do not take so many precautionary measures for their children. Children are hardly punished by adults.The father equally plays a central role in the molding of a child. They prioritize to be present during delivery and pride in holding their youngsters just after delivery.Fathers hug, plays with and hold their children for extended durations of time. That, they believe, is their way of showing the father’s unconditional love.Though the Efe lives as a tightly knit social unit, not as much attention is given to the children by the community and the extended family. They have an obligation to show love and care but the primary is left to the mother and a father (Kent, 2006)..Among the Japanese, the mother plays an equally vital role in the nurturing of the children and breastfeed their babies for the first one year. They involve the infants in face to face games and carry and rock them a lot. They use an affect-salient communication and do a lot of baby talk to improve the infant speech abilities (Rogoff, 2003).The Japanese encourage close physical contact and believe that children should be treated with leniency (Doi, Shwalb, & Shwalb, 1996).The father does not play an essential role in childrearing among the Japanese and most of the activity is lefty to the mother. The father’s primary duty is to provide protection and economic sustenance. He only actively participates in meting out punishment (Doi, Shwalb, & Shwalb, 1996).
Conclusion
The wide contrasts in the way the two societies bring up their children marks the disparities between them. The Japanese form a more individualistic society and the Efe develop a communally based organization that requires the participation of all.
References
Doi, T., Shwalb, B. J., & Shwalb, D. W. (1996). Japanese childrearing: Two generations of scholarship. New York [u.a.: Guilford Press.
Kent, S. (2006). Cultural diversity among twentieth-century foragers: An African perspective. Cambridge [u.a.: Cambridge University Press.
Rogoff, B. (2003). The cultural nature of human development. Oxford [UK: Oxford University Press.
The Charlie Brown Christmas Movie
The Charlie Brown Christmas Movie
Student’s Name
Institution
The Charlie Brown Christmas Movie
Christmas time is a unique and memorable festive period for every person and celebrations happen all over. “A Charlie Brown Christmas” film is a story by Charles M. Schulz which is exciting and touching showing the happiness and eagerness people have prepared for the Christmas season especially the children. The movie is aspiring to have a religious background that is significantly educative not only to the children but also the viewers. Up to date, the film is viable, and the fans cannot stop watching it again and again especially during the Christmas festival. The film is marvelously directed creating an appropriate plot which makes it useful in bringing out the producers information to the viewers and the urge of celebrating during this festive. The characters of the Charlie Brown Christmas movie are perfect and plays a most crucial role in enhancing its efficacy. In this essay, the characters of the film are looked into a more profound extent, and the movie, in general, is also reviewed.
The main characters of the story include Charlie Brown, Snoopy, Sally Brown, Lucy van Pelt, Linus van Pelt, Schroeder, Shermy, Violet Gray, Frieda, Patty, Pig-Pen and Peppermint Patty. The story is about Charlie Brown and his friends acting on how they would want to spend their Christmas festive. In the movie, Charlie Brown is unhappy of the Christmas because he does not have the financial capabilities of enjoying to his satisfaction (Belk, 2000). However, he cheers up after Lucy’s request to him to lead the holiday procession. Even though Charlie Brown was given the preference to be the leader, Lucy sends him to purchase an aluminum Christmas tree. Charlie is attracted to a dark little fir tree which everyone is not pleased with and makes fun of. Linus illustrates the true meaning of Christmas to Charlie Brown with a biblical reference. Charlie is impressed with the fade tree which has shed its leaves and abandoned to decorate it. His colleagues are touched by Linus’s words and decorates the little tree beautifully, and it finally pleases Charlie Brown who celebrates a joyous Christmas.
Snoopy, Charlie Brown, Sally Brown, Lucy van Pelt and Linus van Pelt are the major characters in the movie. Their character traits have been efficiently brought out in the story, and they tend to differ as some are impressing while others are disgusting. To start with is Charlie whom the viewer will like his positive traits, but will dislike his cynical nature, lack of self-confidence and nervousness. In some days he tries all the best to accomplish his things while in others he is reluctant as he lacks hopes and see things spoiled. Snoopy, on the other hand, is good-natured, acquitted and devoted, but at times he is selfish and lazy. His negative traits are seen when he is mocking the owner Charlie Brown. Lucy is portrayed as an antagonistic, nasty, loud-mouthed and ignorant character that no one would like. Furthermore, Linus is has a wise and intelligent personality that everyone likes after watching the movie. Linus acts as a theologian who at some instances quotes the gospel hence encouraging his friends (Schulz, 2010).
As illustrated above, A Charlie Brown Christmas movie is exciting and has many positives reviews not only in consideration of the entertainment bit in it but also the educative and ethical information that Schulz passes to the society. The fact that the movie is heartwarming and mainly focuses religiously and ethically on spending Christmas approves it as the best for the community. However, there are some dislikes regarding the use of an abusive language by some characters mainly Lucy which is a threat to the society especially the children who can adopt the impressive behavior.
References
Belk, R. W. (2000). Materialism and the modern US Christmas. Advertising & Society Review, 1(1).
Martindale, C. (1908). Christmas. The Catholic Encyclopedia, 3.
Schulz, C. M. (2010). My Life with Charlie Brown. Univ. Press of Mississippi.