How can we help people who are living longer to live better Assignment

How can we help people who are living longer to live better - Assignment Example According to the World Health Organization, the eradication of non communicable diseases may be a factor in achieving this goal. It is by adjusting the lifestyle choices of most people that this is possible. It is also vital to note that physical activity plays a herculean role in enabling people live better lives. As people age, the body may not be as highly functional as it was in its prime years. However, by focusing on adjusting the mental acuity of most people in their prime years, it is possible to carry such an attitude toward their golden years. Offering care and support to those living longer is also a way to ensure that they get the attention they desperately need. It is often said that happiness may result in people living longer (Themer 2015, p. 73). In this case, it may improve the quality of life of an individual if they feel happy. By educating people on the benefits of physical activity, healthy lifestyle choices, and low stress factors, it is possible to ensure that people living longer also live better lives.

Protecting Children from Internet Risks

Protecting Children from Internet Risks Risk and consequences of the internet and mobile phones The Internet can be a wonderful tool for learning, but as well as accessing educational information also has the possibility those children may access inappropriate information whilst online. Within the school setting children will have some protection, as school networks will have specialist software to block inappropriate websites. Mobile phones There will be some children within the school setting who have access to the Internet at break and lunchtimes on their phones without censored search engines and it is important to be vigilant for any pupils who may be accessing and sharing inappropriate content with other children (children are more likely to be warned about bringing mobile phones on to school premises). Children are becoming more and more interested in IT by using mobile phones, laptops, iPods, computers etc and should be monitored in and out of the school. Mobile phones can be used appropriately rather than inappropriately as they could be used to communicate with their parents for forgetting work, PE clothes, school bags etc, but can also have devastating consequences for children if they are used inappropriately. Mobile phones can be used as a forum of bullying, both inside and outside the school setting. The support assistant needs to be watchful and should monitor mobile phone use in the classroom, at break ti mes and lunchtimes to see what children are using them for. Most school’s have a policy for no mobile phones to be used or brought onto the school premises, as they can be sued to send abusive and threatening text across the classroom to bully and intimidate others. Children sometimes hide their mobile phones in their pencil cases, up their blazer sleeves or under jumpers and will take any opportunity to get them out quickly when they think they are not being watched, so it is important to be vigilant at all times. The table below shows the risks and consequences of mobile phones and then Internet. Mobile phones Internet Can issue inappropriate content, pornography, cyber chatting (can lead to meeting strangers online and sharing of personal information)-paedophiles and other strangers could take advantage. Online harassment, through e-mails, chat rooms, face book and other files that can be accessed. This could lead to suicide, self harming, mental breakdown etc. Text messages- can be used to torment victims and at any time of the day or night. Cyber bullying to hurt, upset, harass or embarrass others (could lead to suicide as a result) Images or videos can be taken without others consent or knowledge and can be posted online. Identity theft- could lead to a child’s or adult’s identity being stolen as personal information has been shared. Texting- sexually suggestive or explicit messages or photographs (could lead to the victim self harming or committing suicide) The child could be located in the real world by paedophiles etc which could lead to murder, rape and other upsetting factors. Late night texting- can lead to tiredness, lack of concentration, and an inability to function in normal day to day activities at school. Pornography can be easily located through the Internet, and misleading young girls to do things like stripping, prostitution, drug taking, alcohol consumption etc Theft of expensive mobile phones could cause upset. Chat rooms- could be chatting to the wrong person and leading them to run away from home (could lead to murder) Health issues of long term usage of mobile phones. Could get involved with gambling online which could be addicted in the long term. All these negative risks and possible consequences can be controlled by positive parenting strategies for the use of the Internet and mobile phones. The following could be used to control this. Talk often to the child about their safety Set ground rules for using the Internet and mobile phones (have penalties if this is abused) When and where the mobile can be used Do not let other children use your mobile phone for the use of the Internet No sending of mean or unkind messages via mobile phones or email on the Internet Think carefully about what you search for on the Internet, once shared images they cannot be reversed Be discreet in your use of your mobile phone; do not flash it around as it is a target for thieves. Monitor your child’s Internet sites they have looked at Be a good role model Have some daily routine by only using the Internet for one hour a day Take sensible precautions Online bullying and social networking The popularity of social networking sites increase year on year, and although the minimum age to hold an account is 13 years of age, children younger than this are creating accounts or getting family members to make accounts for them. Children are being bullied when using social networking and are suffering at the hands of bullies that are now finding that there is no respite at home as bullying becomes more of a cyber issue. Social networking and cyber bullying has massive consequences for some children, with suicide as the most dramatic consequence. Social networking not only involves one or two bullies, but could also involve a wider range of children that a child is connected with. Social networking also has the possibility of adult contact or content. Support assistants should be vigilant at all times at school to listen out for any comments at school amongst the children. Schools may also give advice and briefings about staying safe online and the dangers of social networking. Cyber bullying is a form of harassment that makes use of the latest electronic technology. Primarily the harassment occurs on the web, but today’s smart phones are being used to harass people too. Cyber bullying differs from the more traditional forms of bullying in that it can occur at any time 24 hours a day. E-mail messages, videos and images can be distributed instantaneously to a worldwide audience with the perpetrator remaining anonymous, often making them difficult to trace. Children and teens are rarely concerned about Internet safety. Cyber bullying can have devastating effect on them. Suicides have been linked to the Internet. Social media sites can be sued for positive activities, like connecting kids with friends and family, helping students with school work and for entertainment, but these tools can also be used to hurt other people. Whether done in person or through technology, the effects of bullying are similar. Children who are cyber bullied are more likely to do the following. Use alcohol and drugs Skip school Experience in person bullying Be unwilling to attend school Receive poor grades Have low self esteem Have low self belief Feel worthless Have more health problems Depression Anxiety And many more Reference/bibliography www.safenetwork.org.uk www.safeinternet.org.uk (7.2) Ways of reducing risk to children and young people from the following. Social networking Internet use Buying online Using a mobile phone The following table shows ways of protecting children and young people from harm and abuse. Protection from harm and abuse Social networking Should not be able to create accounts until the child is older and wiser. Family members friends should not create accounts for the children. To be aware of the sites children young people are using. Make the child understand the risks report anything they are worried about. Understand safety messages. Keep personal stuff private. Block people who send nasty messages. Monitor sites thy have accessed. Internet use Enable confidence in the Internet through training positive experiences. Do not accept E-mails, messages or open files. Encourage children to talk to you if they experience cyber bullying. Use ground rules for using the Internet. Speak to the child to deliver positive safety messages. Talk to the child regarding inappropriate behaviour and sites. Use parental controls- safety blocks etc. Keep the computer in the family room so you can keep an eye on the child. Set Internet rules. Keep personal information private do not share anything with strangers (address etc). Teach children about cyber bullying. Buying online Be careful not to sign up to any sites do not give any personal information. Children should not be allowed to have a debit card so this would stop them from buying online. Secure your own cards, so your child cannot use it to buy goods (only register ion sites with passwords). Encourage children to speak to you if they want to buy anything online. Using a mobile phone Risk to the child’s health. They can reduce the risk by using landline phones, hands free, loud speakers etc. Buy a cheap phone, less risk of it being stolen. Know your child’s phone functions (ask company what safety measures can be put in place). Block certain sites on the Internet avoiding the child to access. Use rules, where, when how mobile phones can be used (not at mealtimes, not at school or during lessons). Do not let other children use your mobile phone. Do not send mean upsetting messages. Think carefully what you share (images) from your phone once sent it cannot be reversed. Be discreet of your mobile phone. Reference/bibliography www.socialnetworking.org.uk Guided learning activity E-safety leaflet Children today are increasingly using ICT at school and at home. It is not just about using computers and the Internet, but includes a huge range of devices, such as cameras, videos, video cameras, remote control devices, DS games, mobile phones and much more. This is often a huge worry for parents but there are many things that can be put in place to help keep children safe online. However supervision and keeping on open dialogue with the child about what they are doing is the most important thing. Many Internet providers offer systems to help keep children safe at home, but it can still be easy for children to stray onto inappropriate material, whether texts or images. One of the ways of protecting children is to place the computer in a family area of the home and not in a bedroom; this will help to monitor what the child is doing when they are using the Internet. The Internet can be an amazing resource, fun and informative. You do not need to stop the child from using the information and games available on it, but you can set simple rules for keeping them safe, make sure they understand the rules and know why they are necessary. Do not reply to nasty messages you receive Do not reply to texts from someone you do not know Keep the message you have received so you can show them to a trusted adult and make a note of the time and date you have received them Do not answer calls from a withheld number that you do not recognise Block numbers from people who are sending you nasty messages Change your number if you are being bullied Do not give your number to someone you do not know Do not send pictures to someone you do not know If the problem is serious you can report it to the police, cyber mentors or child line, parents or teachers Safety concerns regarding Internet usage and use of mobile phones Internet usage Use of mobile phones Inappropriate material (pornography) Sex ting (sending inappropriate texts that make the victim uncomfortable) Cyber bullying Inappropriate images (pornography) Online predators (strangers wanting private information- paedophiles) Strangers calling (with held numbers) Sharing personal information (could be involved in online fraud) Internet access (could access any site in the Internet) E-mail and chat rooms (chatting to strangers about inappropriate material) Video game safety (could play games designed for older children) Sharing pictures and videos Bullying (could be bullied using texts and calls) Social networking sites (accessing inappropriate sites) Harassment (constantly phoning and texting victim 24 hours) Online gaming (gambling) viruses Could be stolen if expensive S- SAFE Keep safe by being careful not to give out personal information when you are chatting online. It includes your E mail address, phone number, school address, home address and password. M- MEETING Meeting someone you have only been in touch with online can be dangerous. Remember online friends are still strangers even if you have been talking to them for a long time. A-ACCEPTING Accepting E-mails, instant messages, or opening files, pictures or texts from people you do not know or trust can lead to problems. They may contain viruses or nasty upsetting messages. R-RELAIBLE Someone online might lie about who they are and might give information that is not true. It is best just to chat to your real world friends and family. T-TELL Tell your parents or carer if someone or something makes you feel uncomfortable or worried, or if you or someone you know is being bullied online or by phone.

WITCH :: essays research papers

In the winter of 1692, a wave of witch hysteria surrounded the settlement of Salem Village in the Massachusetts Bay Colony. The accusations began with two little girls who were acting strangely. There are many underlying factors to why these thoughts of witchcraft started coming about. These issues were going on before that winter of 1692. The winter of 1692 was the onset of the hysterics behind the witchcraft trials.   Ã‚  Ã‚  Ã‚  Ã‚  To understand the reasons behind the hysteria, you have to know a little about the people who settled the area of Salem Village. Mainly Puritans inhabited Salem Village. There were very few other religions at that time. The Puritans left England to escape religious persecution. Puritans wanted to purify the national church by eliminated what they saw as Catholic influence. They believed in the total sovereignty of God and the absolute sinfulness of man. They wanted to establish a union of church and state. Puritans believed they were entering into a sacred compact with God in the founding of the Massachusetts colony. They agreed to live according to his will in return for a divine endorsement in the New World.   Ã‚  Ã‚  Ã‚  Ã‚  The people of Salem Village believed in witches. The word witchcraft meant the â€Å"art of bewitching, casting spells, or manipulating the forces of nature†. It was the idea of the people that this was impossible without the cooperation of the Devil. Many perceived that the Devil resented their way of life. The Devil had to act through a witch to do physical harm to human beings. He couldnt do it on his own. People who wholly believed in witches were always on the lookout for them. As a result, many people were wrongly accused.   Ã‚  Ã‚  Ã‚  Ã‚  Puritans viewed the world in basic black and white. Discipline and devotion were slogans in the service of the Lord. The simplest acts of innocence were looked upon as questionable conduct or even abnormal. Sinners were severely punished in Salem Village. The punishments were meant to humiliate the person as well as hurt.   Ã‚  Ã‚  Ã‚  Ã‚  There was never respect for the privacy of any individual in the seventeenth century. The community as a whole was expected to uphold the Puritan religion. They were encouraged to watch their neighbors closely and report any behavior that drifted even slightly from the â€Å"straight and narrow†.   Ã‚  Ã‚  Ã‚  Ã‚  According to some sources there was a problem with womens increasing independence. They lived in a society where men exercised substantial authority over a woman.

What Technology Has Made America Today

Technology has been a very big contribution to this generation. Like everything in this world, things age as well as evolve and change. One aspect that has begun to change is where and how we use technology. Three major examples are in the work place, how we monitor our elderly parents or siblings, and how it improved our medicine.While these three topics may seem very different, after reading two articles from the New York Times and one from The New Yorker, â€Å"Technologies Help Adult Children Monitor Aging Parents† and â€Å"The Year of the Multitaskers’ Revenge,† from the TImes and â€Å"The Way We Age Now† from The New Yorker, you can see they are also alike in many ways. One similarity these three pieces of writing share is that life can be much easier with the use of technology as you age. At the work place, technology can help one stay on top of tasks he or she has to complete before the day is done with reminders on a smart phone or their work co mputer.Also, when it comes to monitoring aging parents, a reminder on any type of technology device they are able to use can help one remember to take their pills or blood pressure for example. And finally technology has improved medicine which has lead to people living longer and reaching higher ages before death. Another similarity these three articles also have in terms of technology is people may not want to be watched or monitored. Whether it be in the work place or at home no one wants to feel they are not independent and being observed at all times.At work one can be monitored by cameras and by supervisors checking their computer history. According to the article â€Å"Technologies Help Adult Children Monitor Aging Parents,† a child adult can be updated on almost everything their parent does including opening doors and cabinets, taking out pills and medication, and even what time they got out of bed. In America this may not sit well with a lot of people and can very we ll cause a person to choose not to work a this facility. It can also cause an elderly parent to look elsewhere for permanent residence.With people living longer this is becoming more likely for people to use some type of technology to monitor an elderly sibling. Efficiency is another similarity all of these articles share. Technology has helped America be more efficient. For example in the work place, one can file and keep everything organized simply by putting things into files electronically and not worrying about transferring them anywhere else by carrying them. There are different ways to transfer files such as emails and file sharing.You can even save files to a memory card or flash drive to take electronic things to go. When it comes to child adults monitoring their parents, technology can help the children by receiving updates straight to their phone about their parents needs in a stress-free manner. Lastly technology has caused medicine to make elderlies immune systems more efficient. Things like digital machines that can take blood sugar levels instead of getting a prick on your finger help efficiency, which is causing people to live longer than we are used to.Along with these similarities there are also differences, one being the elderly may not use or need technology to continue with their daily lives, but at a work place it can be mandated to use on a daily basis. Some jobs may have training for using technology and in order to get the job you may need to know how to work a computer. On the other hand an elderly person may choose to be monitored and learn how to use technology at their own free will. Other elderly people may not use any type of technology.For example, going to the doctors office and using their technology to better their health. One reason they may choose not to use technology is because it was not a part of their generation and they don't think they would find it useful. Another difference between these three writings is the types of challenges it may cause for the person using technology. In a work environment technology may cause an employee to lose focus on the job because he or she is multi-tasking or focusing on their phone, facebook, or some type of other social networking.In an elderly home, the person might not fully know how to use all the technology and this may cause some type of frustration. Not only can it be hard for them to figure it out if it gets damaged they most likely would not know how to repair it and calling some one to fix it would make them feel dependent on others. One other difference with technology from the work place and at home with an elderly parent is the kind of entertainment it provides you, or if it provides any type entertainment.At work social networks and music can help one move through the day much more smooth and rapidly. Some elderly parents or siblings can become annoyed or not even engage in any of the technology present in the house. Many elderly like to do things that have nothing to do with technology, like garden and going for walks. So even though the technology has some sort of entertainment for them they might not even use it. With medicine, pills, blood pressure cuffs, or anything else one might have to take or use for health can be very unpleasant.A result of technology is its ability to make America more efficient. It also can be beneficial to everyones life, even the people who are aging. Though there are some arguments that claim it does not always have a positive impact, like the distraction it may have during ones work day. The pros do outweigh the cons and it is better to have technology in the workplace. It is beneficial to child adults as well, if their parent lives in a different city, town, or even state they can keep up with their habits and health all through a phone or computer.Not only does it help the child but the parent as well because the parent still gets to live independently and can speak to their children quickl y and easily as long as they learn to use the technology device. Technology has also helped Americans to live longer than usual and as the technology and medicine increase so does the average age of a person passing. It can also help other people with everyday things, and it is rapidly improving from day to day. As people continue to age technology will continue to grow. As long as we keep ourselves up to date everyone can see aging and technology can go hand in hand. `

Developmental Stages in Children and Adolscents

Developmental Stages in Children and Adolescents Erica Bass May 7, 2012 Andrew Fletcher PSY 104 – Child and Adolescent Development Developmental Stages in Children and Adolescents In exploring the differences in children and why and how they develop can be quite interesting. There are many different theories that suggest different explanations as to why children develop when they do, whether it is cognitive, socially, mentally, etc. Three very interesting theories are Kohlberg’s moral development theory, Piaget’s cognitive theory and Freud’s psychosexual theory.How does each of these theories pertain to the average child, and can these theories work together? First let us explore three very different theories, the first being Kohlberg’s theory of moral development. Moral development is a major topic of interest in both psychology and education. One of the best known theories was developed by psychologist Lawrence Kohlberg who modified and expanded u pon Jean Piaget's work to form a theory that explained the development of moral reasoning. Kohlberg extended Piaget's theory, proposing that moral development is a continual process that occurs throughout the lifespan.Piaget described a two-stage process of moral development, while Kohlberg's theory of moral development outlined six stages within three different levels, which are outlined below: * Level 1. Preconventional Morality * Stage 1 – Obedience and Punishment – at this stage children see rules as fixed and absolute, they view rules as being important because they avoid punishment * Stage 2 – Individualism and Exchange – at this stage children account for individual points of view and judge actions based on how they serve individual needs * Level 2.Conventional Morality * Stage 3 – Interpersonal Relationships – at this stage the focus is on living up to social expectations and roles. * Stage 4 – Maintaining Social Order  œ at this stage the focus is on following rules and respecting authority * Level 3. Postconventional Morality * Stage 5 – Social Contract and Individual Rights – at this stage people begin to account for different values, opinions and beliefs or other people. Stage 6 – Universal Principles – at this stage people are supposed to uphold the universal ethical principles and abstract reasoning (http://psychology. about. com/od/developmentalpsychology/a/kohlberg. htm) Paiget’s Theory. Jean Piaget's stages of cognitive development describe the intellectual development of children from infancy to early adulthood. Piaget believed that children are not less intelligent than adults, they simply think differently. He also proposed a number of concepts to explain how children process information. The three concepts to support Piaget’s theory are: Schemas – Are categories of knowledge that help us interpret and understand the world * Assimilation – The process of taking in new information into our previously existing schema’s * Accommodation – Another part of adaptation involves changing or altering our existing schema’s in light of new information There are also four different stages to Piaget’s theory, which are: * The Sensormotor Stage – This stage last from birth to two years of age and is centered on the infant trying to make sense of the world * The Preoperational Stage – This stage occurs between ages two to six, and is centered on language development * The Concrete Operational Stage – This stage occurs between the ages seven to eleven, and is centered on thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts * The Formal Operational Stage – This stage occurs between the ages twelve and last through adulthood, during this time people develop the ability to think about abstract concepts (http://psychol ogy. about. com/b/2008/04/21/key-concepts-in-cognitive-development. htm) Now let’s explore a second theory, Freud’s theory. According to Sigmund Freud, personality is mostly established by the age of five.Early experiences play a large role in personality development and continue to influence behavior later in life. Freud's theory of psychosexual development is one of the best known, but also one of the most controversial. Freud believed that personality develops through a series of childhood stages during which the pleasure-seeking energies of the id become focused on certain erogenous areas. This psychosexual energy, or libido, was described as the driving force behind behavior. If these psychosexual stages are completed successfully, the result is a healthy personality. If certain issues are not resolved at the appropriate stage, fixation can occur.A fixation is a persistent focus on an earlier psychosexual stage. Until this conflict is resolved, the individual will remain â€Å"stuck† in this stage. Freud’s theory consists of five different stages, which are: * The Oral Stage – This stage occurs from birth to one year, the infant’s primary source of interaction is through oral simulation through tasting and sucking. Because an infant it is entirely dependent upon caregivers, the infant develops a sense of trust and comfort through oral simulation * The Anal Stage – This stage occurs from one to three years of age, which is basically training the child to control his/her, bodily needs, toilet training to be specific. The Phallic Stage – This stage occurs from three to six years of age, at this stage children begin to discover the difference between males and females. * The Latent Period – This stage occurs from six to puberty, at this stage the libido interest is suppressed, and the development of the ego and superego contribute to the calm of this stage. This is the time of exploration but is d irected more towards intellectual and social interaction. * The Genital Stage – This stage occurs between puberty and death, this is when an adolescent develops a strong interest in the opposite sex (http://psychology. about. com/od/theoriesofpersonality/ss/psychosexualdev. tm) All of these theories have their way in the world, and when speaking to parents about their children I am sure that they can apply each of these in some shape or form. For example the Kohlberg theory, moral development: Suppose there is a child who has no rules or boundaries. There is one in particular that comes to mind. This child is born, the father is absent, the mother doing it alone, she has issues with alcohol and drugs, so therefore the child gets very little personal attention, or guidance, she is free to do as she wishes. Because of this from birth to adolescence beginning with conventional morality, she does not have rules so, does the Kohlberg theory apply? I would venture to say no, becaus e the ideal of these rules and boundaries being put it to place are not there, and do not happen. This

Living Single essays

Living Single essays Often credited as being the original Friends, Living Single premiered on the Fox television network in 1993. The insanely funny sit-com is guaranteed to keep you in stitches. Each cast member has their own unique style, but when combined create a dynamic combination of explosive humor. Living Single is all about the ups-and-downs of four single African American women, and two men. The old saying that, laughter is the best medicine, is indeed true. The setting is a brownstone apartment building, occupied by three women Kadijah, Sinclair, and Ragine. Kadijah James, played by Queen Latifah is a hard working entrepreneur that owns Flavor Magazine. Kadijah is constantly searching for romance, but deep down will always love her ex-boyfriend Scooter. Scooter lives in California. Sinclair James, played by Kim Coles, is Kadijahs slightly naive cousin. Sinclair is a secretary employed by Flavor Magazine, and is also an inspiring actress. Sinclair is very passionate about her troll dolls, and there are many of them on her desk at work. Regine Hunter (Kim Fields Freeman) another roommate, is extremely fashion conscious. She can frequently be seen wearing different wigs, and faux jewelry. Regine is a costume designer, whose main purpose in life is to marry a wealthy man and live a life of leisure, but somehow always ends up with Mr. Wrong. Maxine Shaw (Erika Alexander) is an attorney that lives across the street, she is constantly at the brownstone apartment building aggravating Regine, and her occasional lover Kyle. Kyle Barker (T.C. Carter) a stockbroker, is Kadijahs upstairs neighbor. Kyle has a love/hate relationship with Maxine. Their insults, aimed at each other, are a regular part of the show. Overton Waikfield Jones (John Henton) works as a resident handyman in the apartment building, and is Kyles roommate. Overton...

Essay on Public Speaking Essay Example

Essay on Public Speaking Essay Example Essay on Public Speaking Paper Essay on Public Speaking Paper Essay Topic: Public Speaking Public Speaking Public Speaking and Communication 1. Personal opinion on Public Speaking. Suggested answers: Public speaking means giving a speech to a group of people on a special occasion like Teachers Day, opening ceremony of an event, graduation. i) Nervous, self-conscious, butterflies in the stomach, scared; challenging, fun, confidence booster, empowering. ii) To be a more confident, fluent, effective public speaker; to gain confidence, improve the command of English, overcome the fear of speaking in front of an audience. 2. What should you do to give a good speech. Suggested answers: write out the speech and memorise the script;- practice, practice, practice! choose an interesting title; make it short, funny and captivating; speak clearly with a moderate speed; use simple language and make sure one idea is connected to another naturally. 3. Ethics. Answers: i) Because speechmaking is a form of power, it carries with it heavy (ethical, sociological, psychological) responsibilities. ii) (Rhetoric, Ethics, Theology) is a branch of philosophy that deals with issues of right and wrong in human affairs. iii) In public speaking, sound ethical decisions involved weighing a potential course of action against A. a set of ethical standards of guidelines. B. the practicality of taking that course of action. C. a set of legal criteria for acceptable speech. D. the speakers goals in a given situation. iv) Which of the following violates the speakers ethical obligation to be honest in what she or he says? A. juggling statistics. B. quoting out of context. C. citing unusual cases as typical examples. D. all of the above. v) Even though it is not easy to assess a speakers goals, it is still necessary to ask ethical questions about those goals. True / False vi) The larger the audience becomes, the greater is the ethical responsibility of the speaker to be fully prepared. 4. Impromptu Speech: Self-introduction Suggested answer: Good morning to everyone. My name is John Ooi Teck Leong, you can call me John or my nickname TL. My hometown is Sitiawan, Perak. My parents run a small family business in town. I have an elder sister and two younger brothers. When Im free, I like to hang out with my friends, play basketball and watch the TV. I come to UTAR because I want to become an accountant, and my parents believe UTAR is the right place for me. In the future, I hope to become a successful accountant, run my own auditing firm, buy a big house for my family and travel around the world. Thats all, thank you! 5. Famous influential speakers of the world. Suggested answers: Mahatma Gandhi political spiritual leader of India who fought for independence Aung San Suu Kyi freedom fighter of Myanmar Sir Winston Spencer Churchill -Prime Minister of the U. K. during WWII John F. Kennedy 35th President of the USA (1917-1963) Martin Luther King civil rights activist, USA (1929-1968)