Autism from Theories to learning

Autism from Theories to learning Since it first identified as a distinct disorder by Leo Kanner (1943), autism studies continued in order to explain its causes. Many theories and clinical studies evolved. However, none of them seems to be conclusive. Although it was interchangeably considered as part of schizophrenia, recently it is defined as a distinct disorder that has its own characteristics. The field of management is still challenging. In this paper, I am going to discuss different theories that explain autism. Then, I am going to summarize different learning approaches that are used for autistic children based on the different theories and ideas. Introduction: What is autism? Autism is part of the autistic spectrum disorders. The name itself is originated from the Greek word autos which means self.1 Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills (ASA).2 There are five autistic spectrum disorders labeled as pervasive developmental disorder (DSM IV).3 Causes of autism: There is no known single cause for autism. Many theories evolved to explain the possible causes. There are many different cognitive and psychological thoughts describe the autism symptoms. On the other hand, new beliefs developed which explain the autism symptoms as results of genetic or environmental influences.4 Controversial ideas like the effect of diet and vaccines on the development of autism symptoms recognized as hot topics for the last few years.5 Autism symptoms: Autism, as per the definition, consists mainly of three main categorical symptoms which include behavioral, communication and social aspects.6 The severity of the symptoms fluctuates from one child to other.7 Treatment methods: Treatment approaches and methods vary widely according to the teaching center and to the autistic child assessment of needs and symptoms.8 There are many behavioral and cognitive modalities in dealing with autistic children.9 Recently, many therapies introduced for the management of autism symptoms such as diet therapy and drugs therapy.10 None of these therapies appears superior to others. It is the child condition and needs that judge. Cognitive models: Since the introduction of autism as a definite disorder by Leo Kanner (1943),11 many theories developed to explain the dilemma behind this disorder. Three main theories expressed the cognitive dysfunction on autism. These are The Theory of Mind Deficit, Executive Dysfunction theory and the Weak Central Coherence theory. Theory of mind deficit: Theory of mind refers to the ability to make full mental states (beliefs, desires, intentions, imagination, emotions, etc.) that trigger action.12 Child with autism has difficulty to understand others thoughts which consider, according to the theory of mind, as the core cognitive deficit in autism.13 Executive function theory: Executive function theory deals with planning, working memory, impulse control, inhibition and mental flexibility.14 Also, it includes the initiation and monitoring of action.14This theory explains some of the autism symptoms. For example, repetitive and restricted behavior observed in autistic children might be explained due to executive dysfunction.15 In addition, the poor social interaction could be due to defect in cognitive shifting which is a vital part of executive function.16 Central coherence theory: Weak Central coherence theory describes inability to understand the context or to see the big picture.17 This could explain common autistic behaviors such as repetitiveness, focusing to parts of objects and persistence in behaviors related to details.18 Other cognitive theory: Autism could be described by Piagets two-factor theory of figurative and operative functions. Several autistic children exhibit an arrest in operative functions at the sensorimotor level while remaining to grow in figurative functions. This arrest limits consequent development of higher-level theoretical, figurative, and social skills.19 Limitations of cognitive theories: Cognitive theories have successfully explained the typical abnormal behavior seen in autistic children. However, cognitive theories have their weakness in explaining the total picture of autism. Also, the deviation in the autistic symptoms between different affected children could not be clarified by the cognitive theories. The other notable limitation in the cognitive theories is explaining autism as a static cognitive impairment rather than studying the developmental approach of the condition.20 Psychoanalytic theories: Psychoanalytic theories have their potency in explaining the developmental attitude of autism. Psychoanalysts perceive autism as a disorder in which the development of self-perception and perception of others is altered significantly. Psychoanalysis has advocated understanding the development, maintenance, and treatment of autism.17 Autism has two main psychoanalytic explanations. One is that it is a failure to an earlier stage of development. Second idea rationalizes autistic behavior as a defense mechanism in response to extremely stressful conditions.17 Reflection of Freud theory on autism: The methods of social engagement, which proceeds to identification as defined by Freud are essential in autistic development. Freuds original ideas of drives have influenced the psychodynamics explanations of the causes of autism.21 In 1975; Donald Meltzer established a model of autism based on three main philosophies: the dismantling of the ego, adhesive identification, and the bio-dimensionality of object relations. The dismantling of the ego represents the idea that autistic children dispersed their ego throughout the various senses, so that they can never appropriately perceive the world around them. Adhesive identification is often seen in autism. It follows the transmission of energy from the death drive and the libido when these drives are being defused. The bio-dimensionality of object relations discusses how the autistic child connects to libidinal objects, with an incapability to see beyond the surface of objects.17 Refrigerator mother theory: Refrigerator mother theory is another psychological theory explaining the cause of autism. Bettelheim was the first who introduce this concept. The theory claims that autism is a defense mechanism against cold, impassive, and detached mothers. Autistic children are been raised to dampening and hardhearted families during the initial stages of development where language and social skills typically acquire. There is limited interaction between mothers and their children, and this is the core cause of autism according to Bettelheim.17 Attachment deficit theory: Autism has been argued as a result of social isolation from parents; hence the attachment deficit theory arises. Rutgers et al. (2004) relates the social isolation noted in autism to the absence of early and secured attachement.17 Ecological theory on autism: Bronfenbrenner described human development in the form of interconnected, nested ecological levels, which can be applied to the environmental circumstance of autistic children. According to the ecological theory, the child with autism behaves in various microsystem structures and processes in the home, school, and community. A collection of interactive microsystems composes a mesosystem. Exosystems have an indirect or secondary impact on the child through their direct influence on the persons who interrelate with the child. The exosystems formal and informal social contexts modify characters in the childs micro- and mesosystems, hence ultimately affect the autistic children themselves.22 Management of autism: Identifying a child with autistic spectrum disorder is a dilemma for parents and caregivers. Different tools could be used to assess the severity and disability. Dealing with autistic children is challenging. Many modalities have been used with different achievements. Using drugs or diet is controversial. Many schools attempt to reflect the psycho-cognitive theories for autistic spectrum disorders in their approach to manage these cases. Learning approaches for autism: Many approaches evolved to teach autistic children. Most of These approaches are based on the different psycho-cognitive theories on autism. I am going to discuss the approaches that are recognized by the American society of autism. Applied Behavior Analysis (ABA): This method attempts to teach the autistic child different skills and behavior in stepwise approaches. The child get rewards after completing the task, so reinforcing the task or behavior. This method appears successfully beneficial in improving the personal skills and social behavior. However, it required intensive training time at school, and it does not prepare the autistic child to respond to new situations in life.23 Treatment   Education of Autistic and Related Communication of Handicapped Children (TEACH): Based on the sense that the environment should be acclimatized to the child with autism, the TEACH approach uses a structured teaching method to introduce skills and behavior for children with autism. There is no specific technique for this method. The childs learning abilities evaluated, and then teaching strategies are planned according to the childs needs. Although this approach has been criticized for being too structured, it helps the autistic children to understand the environment around them and peoples behaviors.23 Picture Exchange Communication Systems (PECS): This method intends mainly to teach autistic children, especially those that do not speak. It helps to improve the communication skills. It is a clear and intentional method. The child hands on the picture of interest to communicate with the teacher.23 Pivotal Response Treatment: Pivotal response treatment is aiming to teach the autistic child behavior, communication and social skills. Also, it enhances the skills of self-management and social initiation. This approach uses a multi-task method to teach the child critical behaviors. The child plays a leading role in defining the activity or object to be used in teaching.23 Floor Time: This approach is using a developmental, stepwise method in teaching the child with autism. It is much like play therapy. It does not plan to teach a single task. However, it advanced the child skills to encourage emotional development. The problems with this method are the difficulty in processing the information by the child, the child may under or over react and children with autism may not have control over their body to do different tasks or play.23 Social Stories: Social story method helps the child with autism to understand the expected or appropriate response. Through stories, the child learns how to interact socially and behave appropriately. This method has been adopted in view of the theory of mind deficit.23 Sensory Integration: Occupational and physical therapist implement this method to help autistic children to overcome their hypo or hypersensitivities. Children get desensitized to help them identify the sensory information.23 Facilitated Communication: This method is based on the idea that the autistic children are not able to communicate because of a movement disorder, not the insufficiency in communication skills. In this approach, the facilitator or the teacher supports the child arm helping him or her to communicate through the computer or typewriter.23 Complementary Approaches: Different intended approaches have been tried for autistic children. Using music, playing, models or animals are some of the methods that are not categorized under any of the known approaches.23 Conclusion: Autism is still considered as a mystery for teachers and physicians. Many causes seem to interact together to result in autistic symptoms. Learning the theories behind autism could help teachers and physicians to understand how appropriately approach autistic children. Human development theories help to understand the steps of building up the knowledge for autistic children. Conflicts of interest: none.

Is Marxism And Democracy Are Incompatible Politics Essay

Is Marxism And Democracy Are Incompatible Politics Essay Karl Marx is widely thought of as the modern pioneer of the Socialist  movement. His theory of radical social  change through upheaval and class  struggle has undoubtedly left its mark on the history of the world. Countries  such as Russia, Yugoslavia, Albania and Cambodia have all attempted to use his  model of Socialism. There are  some present states such as Cuba, China and North  Korea that would still be considered Communist. The  question of whether or not  Marxism is compatible with democracy is in effect two questions.  Ã‚  First whether  Marxism can be brought  about within a pre-existing democratic framework and secondly whether democracy  can  endure and thrive within a Marxist regime. As  a starting point, it should be noted that there are a number of different  models of Marxism, including many  formulated since the death of Marx.  Ã‚  I will initially focus on the model as  formulated by Marx himself, discussing  some of the conte xt in which he wrote  and then I will then consider different critiques of the models that followed  Marxs writing. The term democracy is made up of the two Latin words Kratos  (which means rule) and demos (which means  by the people). Democracy is  widely defined by five key features: participation through elections, open and  fair  competition for power, avoiding tyranny of either the rulers or the  majority, ensuring accountability of government  and providing a forum for  discussion of political issues.  Whilst there are many different forms of democracy, Marx  wrote extensively on his critique of liberal democracy  and of the menace of Capitalism  in  The Communist Manifesto. Marx  refers to the abolition of the state through  radical change and social  upheaval. This change is needed because Marx contends that laws are made for  and  serve in the interest of the bourgeoisie. He writes the executive of the  modern state is but a committee for  managing the common affairs of the whole  bourgeoisie'[1]and that  the first step in the revolution by the working  class is to raise the proletariat to the position of the ruling class to win  the battle of democracy.[2] As a starting point for a  critique of Marxisms compatibility within a pre-existing democratic framework, it is clear that, for Marx,  winning the  battle of democracy is not about playing within the rules of  democracy. The  radical uprising and  social upheaval he  talks of in  The  Communist Manifesto  involves power being seized by the workers from  the ruling classes by  revolutionary and non-democratic means. Whilst the  Marxist- Leninists of the early 20th  century would say that  this  would be the lesser of two evils and that social harmony would be reached in  the end, the road by which  they achieved this would be undemocratic. Marx talks at length in  The Communist Manifesto  about the means  in which the proletariat would seize the  power. He explains that they would  abolish all private property, income tax, inheritance rights and ultimately the  class system. An aspect of Marxs vision that one could argue is democratic is  the way that he critiques  Capitalism in terms of the way the individual is  suppressed by the employer. He holds that in a truly democratic  society people  would be able to create  what ever they wanted and  that through the abolition of social classes  people would become individuals,  creative and free. In place of the old bourgeois society, with its classes and  class antagonisms, we shall have an association, in which the free development  of each is the condition for the  free development of all.'[3]  Carol Pearce writes that the desirability of Marxism  lies in  Ã‚  the freedom of the  individual to express their own tastes and perso nality, explore her own  interests, and thus develop her human  potential.[4]  Whilst there are other positive aspects of the Marxist  utopian vision that our modern society would  advocate, such as the abolition of  child labour, the growth of individual freedom and (for some) the state control  of the transport networks, there are many aspects of the Marxist utopian vision  that do not coincide with a truly  democratic society. The question at hand also seeks to discover if democracy can  thrive in a Marxist regime, thus questioning its  compatibility with democracy.  Norman Geras (1987) asserts, it is an axiom that  Socialism should be democratic  [5], but  this assertion is not necessarily true.  It has been argued that Lenins and then Stalins interpretation of the  Marxist vision distorted  the original ideals of Marxism. Stephen Boner  (1990) explains in the chapter  Leninism  and Beyond  that at the time of the Bolshevik October revolution in 1917 the  Bolsheviks believed that democracy  would become the price for a premature  seizure of power under conditions of underdevelopment.[6]  However  Gramsci, an Italian Marxist theorist, primarily saw these events as, a  revolution against Marxs  Capital  [7].  This  is because of the fact that under Lenin there was to be a short cut'[8]  on the road to Socialism. In an ideal social  revolution, Marx explained in  Capital[9],  there would be gradual changes in order to reach true social democracy  but this  was not the case in terms of the October Revolution and critics of Lenins brand  of Communism have  affirmed that there are no short cuts to achieving a true  Marxist society. Lenins successor Stalin  is also interesting to look at when discussing the democratic accountability of  the  Russian Socialist state in the years that followed. Stalins dictatorship  is well known for the cult of personality,  his collectivisation policies, the  mass death (from the famines that followed this policy) and the large-scale  work camps for prisoners (the gulag system) that he created. Whilst Stalinists  would have claimed that this  was being done in the interest of the policy they  called Socialism in one country, which would in the end  strengthen the Soviet  position in the world (with the aim that that the ideals of Socialism would  ultimately  spread), there are clearly many aspects deeply flawed with Stalins  interpretation of Marxism on a  humanitarian level and the consequences that followed. When considering the humanitarian implications of Marxism  it is worthwhile to compare the different forms of  Communism that have emerged  up in the 21st  century. While Lenin focused on the needs of the  working class as  the ruling class the dictatorship of the proletariat Mao in Communist China was concerned with the needs of the  peasantry.  Bernard-Henri Là ©vy, a French New  Philosopher, who became despondent with Marxism (he had  been a Maoist)  said there is: No socialism without camps, no classless society without its  terrorist truth.'[10] Ultimately one could argue  that all forms of Communism leads to the same place, namely that when the political state is  abolished via revolutionary activity and non-democratic means ultimately this  is followed by death, destruction of the people or that of their political  freedoms. Max Weber explains this notion: no ethics in the world can  dodge the fact that in numerous instances the attainment of good ends is  bound to  the fact that one must be willing to pay the price of using morally  dubious means or at least dangerous ones   and facing the possibility of evil  ramification  [11] One of the main reasons one could argue that democracy is not  compatible within a Marxist framework is  because Marxism has never successfully  coexisted with democracy on a large scale. The federation of  communes that Marx  describes in his ideal social democracy is an institution, which under everyone  makes  decisions together a direct democracy. In this collective everyone  would have a say, however it could be  argued that in order for a society to  work you need people with expertise in certain fields or there would be social  chaos and nothing would be achieved.   One of the key events that influenced Marxs political  writings was the French Revolution.  Ã‚  Marx wrote near the  end of the 19th  century and it could be  suggested that it was the events of the hundred years before him that  shaped  many of his ideas. He had been born into time just after an age of democratic  revolution.[12]  The  American, English and French Revolutions had taken place in these years and  the democratic world seemed to  be a plethora of unrest and rebellion. Marx saw  and commented on what had happened at this time. He writes in  The Civil War in France  -part III  (1871) the features by term he  understands democracy. He wrote that the Paris  Commune that took place from 18th  March to 28th  May 1871 where the workers took control was a good  model  of democracy. Anarchists and Marxists are well known to celebrate this  form of direct democracy. One might argue that one of the only truly democratic models  where Marxism has been known to work in the world was within the  Kibbutz in Israel. The Kibbutz  is or at least was a form of Communism in which there are small communities  in  which the people work together for equal pay and for equal share of the  land. Originally these communes were  set up by the Russian refugees in the  early 20th  century many of which who were escaping persecution from  the  Russian Tsarist regime. They set up these communities that were based  around agriculture and with the strict  view that each person would receive a share  of whatever work they put into the community, a lot like Marxism. This  model,  although not entirely Marxist, is based on Marxs ideals of collective  responsibility and is thought of to be  one of the only known models of Marxism  that has successfully incorporated a democratic element, perhaps  because it is on  a small scale. Another way that one can  approach the question of Marxisms compatibility with democracy is to consider the  ways in which Marxism, as a form of social democracy designed by and for the  people, falls short of success.  Schumpter (1965) refers to the idea that  democracy is not an end in itself. The book  Can  Democracy Be  Designed?[13]  looks at the transitions to democracy from different societies and the  intuitional choices that are  made . Stable democratic societies  are  usually the product of natural democratic evolution. In the 1830s the  Peel-  and Pitt-ites who were anti revolutionary would have called it the organic  system of government and  society that works best and that is the most  stable.  Ã‚  Professor Mayo writes that  democratic societies are  economically advanced where the emphasis is on the  rights of the citizen and on freedom and tolerance.  Democracy of this kind has  evolved slowly and is the result of long historical struggles.  [14]  This means that because democracy comes about through slow development, that the violent change and class struggle that is associated with Marx is incompatible with the idea of democracy or it existing after a Marxist revolution. Marxism emphasises the need to restructure the economic  order and the way in which the workers relationship  with the employer is taken  advantage of.  Ã‚  The inconsistency  with democracy therefore lies in terms of taking the  power from the ruling class  and then everything naturally failing into place with democracy after such  radical  social change. This would seem to be  one of the major  problems with democracy and Marxisms compatibility.  Critics of Marxism  have said that the key incompatibility lies in terms when used together.  Ã‚  Joseph V.  Femia  writes, arent the two terms in the title mutually contradictory? Is Marxist  democracy not an oxymoron?'[15]  A  Marxian democracy if one were to exist would simply be a dictatorship of the  proletariat'[16]as Marx called it.  Ã‚  He explains that once the masses have taken control from the  bourgeois parliamentary government that the  dictatorship of the proletariat  has to be cruel, stern, bloody and painful  [17]and that in terms of Lenins legacy it  is difficult  to treat him as a philosopher of freedom'[18] Writer  Francis Fukuyama  (1992)  posits that  liberal  democracy  has continually confirmed to be a more successful  structure than any other system and that the world has entered the final stage of sociological development. He writes, The twentieth century saw the developed world descend into a  paroxysm of  ideological violence which amounted in the Cold War to ,finally an updated  Marxism that threatened  to lead to the ultimate apocalypse of nuclear war.'[19]  Perhaps the concept  that liberal democracies are the finalised and best-developed models of world than  that of Marx is true an extent but his theory falls short in other ways.  Fukuyamas  The End of History and Last of Man  states that the societies are in its final stage of development and that other models that have come before such as Marxism, the World has progressed past. Fukuyama states that ultimately society has reached the end of its development democratically with the end produ ct being what we have today. However one can argue that his suggestions are parochial in the sense that in every society people would have assumed that their understanding and development would be the final knowledge of the world as they knew it. To say that we may have progressed passed Marxism would be one assertion because perhaps due to what we have learnt from the dangers of Communism we have indeed developed past it. However to say that this is the end of history and that we have no more knowledge that will developed from democracies in the world is a narrow perspective no one can ever know what will happen next. This is even more so the case if we look according to what has happened in the world thus far. Usually it is out of the Capitalist or liberal democracies that comes the most revolutionary regimes in society such as Marxism. We can never know what will come next. Since the fall of the  Berlin wall and the end of the Cold War it seems there is a growing importance surrounding  the notion of democratic peace theory.  Democratic peace theory aims to explain  how and why  in the liberal democracies, states that are democratic generally do  not fight each other.[20]  However neo-Marxists such as  Imma nuel Wallerstein who is  a world systems theorist would say that it due to there being a  collective  interest for peace within these countries that world wars and rebellions do not break out. He also says that this is not supposedly to  do with the triumphs of liberal democracy but the fact that it is not in the economic interests of the most powerful countries to be at war. In essence the  question whether Marxism can be brought about and work within a pre-existing  democratic framework  Ã‚  and  if democracy can endure and thrive  within a Marxist regime is one that clashes because the two notions in both cases are incompatible. I think one of the fundamental arguments  in terms of  the apparent  eclipse of socialism is that Socialism has been superseded by other forms of government and ones that are more humanitarian, stable and that have worked for a longer time. Whilst it may be nice in some cases for a there to be direct democracy where people could vote on every issue they wanted to and for and some aspects of Marxism to be applied today, features of it would be impractical. If there were to be a referendum and monthly, weekly or daily commune I doubt this would work very well. Not only would decisions take a long time to be counted, but perhaps you need people in society with certain expertise like the men in parliament who we ent rust our civil liberties with. Not only can the failures of Marxism been seen and the impracticalities of a purely Socialist democracy , but also Marxism can be perceived as outdated. Aspects of the Capitalist world such as the competition that is created in the markets could be argued to be compatible with democracy as there is a genuine choice people face whether or not they enter into this competitive race. Democracy in terms of economics is something that Marx focuses heavily on, whilst seemingly failing to handle the social problems that inevitably arise from radicalism. His utopian vision is one that I believe is inherently incompatible with democracy. [1]  Karl Marx and Friedrich Engels (1888)  The Communist Manifesto, Chapter 1, ed David Mc Lellan,  Oxford  Worlds Classics [2]  ibid Chapter 2 [3]  ibid Chapter 2 [4]  Carole Pearce (1991) A Critique of Marxism-Leninism as Theory and  Praxis,  Review of African  Political  Economy,  No. 50, Africa in a New World Order, pp.102-114, Taylor and  Francis Ltd   [5]  Norman Geras,(1987) Post Marxism?,  The New Left Review  163, May-June 1987 [6]  Stephen Eric Boner ,(1990)  Socialism Unbound  ,pg.87, Routledge: New  York [7]  Antonio Gramsci, The Revolution Against Capital in  Selections from Political Writings  1910-1920,  ed. Quinton Hoare, trans. John Mathews (New York, 1977), pp.34ff [8]  Stephen Eric Boner ,(1990)  Socialism Unbound  ,pg.87, Routledge, New  York [9]  Karl Marx (1867)  Capital  Vol. 1 [10]  Bernard-Henry Levy (1979)  Barbarism with a Human Face,  1st ed  ,New York:  Harper   Row, pp.155 [11]  Max Weber (1964) , Politics as a Vocation, in  From Max Weber: Essays in Sociology,  ed  H.H.Gerth and C.W.Mills, New York, 1964 p.121 [12]  R.R Palmer, (1969)  Age of the Democratic Revolution,  The: A Political History of Europe  and  America, 1760-1800: v. 1: Challenge,  Princeton: Princeton University Press [13]  Can Democracy Be Desgined?  (2003),,  Ed .Sunil Bastian and Robin Luckham,  Zed Books, London [14]  H. B. Mayo; Walter Bedell Smith (1957)  Democracy and Marxism  by  The  Philosophical Reviewà ¢Ã¢â€š ¬Ã‚ ¨Vol.  66, No. 2 (Apr., 1957), pp. 268-271 [15]  Joseph V. Femia (1993)  Marxism  and democracy,à ¢Ã¢â€š ¬Ã‚ ¬Ã‚  Oxford University Press: Oxford p.1 [16]  Marx (1852),  Letter to Weydemeyer [17]  Marx  Andrzej  Walicki  Ã‚  (1995)  Marxism and the Leap  to the Kingdom of Freedom  The Rise and Fall  of the Communist Utopia,  Standford Universtiy  Press: Chicago pp.280 [18]  ibid  Ã‚  pp.332 [19]  Fukuyama, Francis  (1992).  The  End of History and the Last Man. London: Penguin. [20]  Daniele  Archibugi(2008)  The Global Commonwealth of Citizens.  Toward Cosmopolitan Democracy,  Princeton University Press: Princeton

Marae Essay examples -- Sociology, Māori culture

From a modern day perspective, the purpose of the marae has been as a place for the more official parts of MÄ ori culture. The marae are unequalled places of importance. "Marae hold the knowledge of the MÄ ori culture. They are the repositories of their history, their stories, and their existence." Ratima, 2010. Importantly, as highlighted in the creation story in Ahorangi Genesis, the ancestor link is through Tane, as the whare is an embodiment of Tane. His precious gift was te whare kura as a physical structure to house knowledge which can be viewed as the parallel to the human â€Å"structure†. Whereas in earlier times, the term marae applied only to the open area, often now called marae-atea, in front of the whare, today the term marae is commonly used to describe the entire compound (Tauroa & Tauroa, 1986). The whare (tipuna or nui), sometimes called meeting house, reads, to the initiated, like a history book. With arms outstretched in welcome, the body of the ancestor, generally endowing his name to the marae, is represented by the whare. His carved form, tekoteko, is atop the roof (maori.org.nz, 2011). The carved pieces under the head and down towards the ground- maihi, represent the arms, with the tahuhu or centre ridge pole being the spine of the ancestor, then the heke, or rafters, running off the tahuhu on both sides representing the ribs. In the fully carved whare, the walls are adorned with poupou or carvings, as well as tukutuku, or woven panels. The uprights, normally two, hold up the tahuhu, representing the connection between Ranginui, the sky father and Papat uanuku, the earth mother, (mÄ ori.org.nz) (Tauroa & Tauroa 1986). â€Å"Carvings of the ancestors serve to preserve history† (Graham, 1997, p. 38). Looking back... ...on by NZQA for its courses in crafts and MÄ ori arts and carving, hospitality and employment skills (Christchurch city council, 2011). Incredibly, in keeping pace with technological advances, we have virtual marae, as shown by the artist Lisa Reihana, who has created her own virtual marae, accessible to MÄ ori living worldwide, using photography and video (visualarts.qld.gov.au). In conclusion, as an institution, the marae stands for much more than the official parts of MÄ ori culture. It has its own system, its own learning and its own function. It is operaring still as Tane’s gift to mankind. Education is dominant on Marae, which now provide pathways to degrees, trade training and other NZQA opportunities. Marae are leading the way, taking their proper place in MÄ ori society. â€Å"Marae are the foundation of MÄ ori autonomy and tinorangatiratanga† ( Ratima, 2010). Marae Essay examples -- Sociology, MÄ ori culture From a modern day perspective, the purpose of the marae has been as a place for the more official parts of MÄ ori culture. The marae are unequalled places of importance. "Marae hold the knowledge of the MÄ ori culture. They are the repositories of their history, their stories, and their existence." Ratima, 2010. Importantly, as highlighted in the creation story in Ahorangi Genesis, the ancestor link is through Tane, as the whare is an embodiment of Tane. His precious gift was te whare kura as a physical structure to house knowledge which can be viewed as the parallel to the human â€Å"structure†. Whereas in earlier times, the term marae applied only to the open area, often now called marae-atea, in front of the whare, today the term marae is commonly used to describe the entire compound (Tauroa & Tauroa, 1986). The whare (tipuna or nui), sometimes called meeting house, reads, to the initiated, like a history book. With arms outstretched in welcome, the body of the ancestor, generally endowing his name to the marae, is represented by the whare. His carved form, tekoteko, is atop the roof (maori.org.nz, 2011). The carved pieces under the head and down towards the ground- maihi, represent the arms, with the tahuhu or centre ridge pole being the spine of the ancestor, then the heke, or rafters, running off the tahuhu on both sides representing the ribs. In the fully carved whare, the walls are adorned with poupou or carvings, as well as tukutuku, or woven panels. The uprights, normally two, hold up the tahuhu, representing the connection between Ranginui, the sky father and Papat uanuku, the earth mother, (mÄ ori.org.nz) (Tauroa & Tauroa 1986). â€Å"Carvings of the ancestors serve to preserve history† (Graham, 1997, p. 38). Looking back... ...on by NZQA for its courses in crafts and MÄ ori arts and carving, hospitality and employment skills (Christchurch city council, 2011). Incredibly, in keeping pace with technological advances, we have virtual marae, as shown by the artist Lisa Reihana, who has created her own virtual marae, accessible to MÄ ori living worldwide, using photography and video (visualarts.qld.gov.au). In conclusion, as an institution, the marae stands for much more than the official parts of MÄ ori culture. It has its own system, its own learning and its own function. It is operaring still as Tane’s gift to mankind. Education is dominant on Marae, which now provide pathways to degrees, trade training and other NZQA opportunities. Marae are leading the way, taking their proper place in MÄ ori society. â€Å"Marae are the foundation of MÄ ori autonomy and tinorangatiratanga† ( Ratima, 2010).

Reservoir Dogs :: Art

Reservoir Dogs Gangsters, violence, murder and corruption !!!!! If these are some of the things that you're into, then this is your kind of movie. Be ready to watch it more than once to be sure to get all the movie has to offer because it jumps from subject to subject and can be a little confusing. The movie on the whole was really great. It was filled with some pretty gory scenes and extreme violent content, Tarantinos' trademark. The way he portrays the real life aspects of crime and violence are unbelievable. I wonder if he experienced some of these things himself and that's why he has a realistic view of them. Then again, I can't really gauge how realistic any of these themes are because after watching this kind of movie it makes me feel like I lead a really sheltered lifestyle. Why does all the violence in Tarantinos' movies become so attractive to us normal people? I think it's because most of his material is underworld stuff. He deals with things we can barely relate to. Topics that are so far fetched to a "normal" person that they kind of hypnotize us into watching. Things happen in his movies that are so bizarre, we can't begin to imagine them happening to us in real life. The weird part is, many of these things DO happen every day. We all know there really are gangsters, mobsters and really low-life people that involve themselves in what we think of as underworld crime. Drug deals.... on a level so great... amounts we can't begin to comprehend. Murders, for whatever reason. Even the thought of hiring someone to kill someone else gives us a goose bump or three. In his movies it's almost like borrowing a cup of sugar from your next door neighbor. Chopping off someone's ear would repulse me and probably make me want to spew my lunch. Tarantinos' characters chop off ears then talk into them as if they were using ma bell. His characters attitudes are totally ruthless. They could give a shit if you were the cousin of the president or a nanny. They have a job to do and they do it. No holes barred, no questions asked, no thought given to actions or consequences. They are almost like robots, zombies of the underworld that have no emotions or respect for the value of life.

Lean On Me Essay

Sometimes it can be difficult to know for certain when you have been victimized and it can be even more difficult to understand why, who, and exactly how you have been victimized. Obviously in cases of bullying, or violence, or rape, the victimization is very obvious, but a film like â€Å"Lean On Me† causes the viewer to question whether or not victims can sometimes go unnoticed. One example that is subtle, but present in the film, is the idea that all of the kids in East Side High School are victims of a larger social and political world that they probably could not fathom even if they had a chance to view it in its entirety. The social class-systems and economic distribution in America, the idea of â€Å"free markets† and of â€Å"haves† and â€Å"have nots† is at the bottom of their difficult and crime-infested existence. The great irony of the movie is, of course, that only by getting an education can the kids at the high school escape their dismal lives and earn something better, but the very decadence and violence of the schools has created an atmosphere where learning is impossible. Everyone, including myself, has probably experienced at least one obstacle, if not many more, to receiving their right to an education. In my own case, I have been victimized not only by school bullies, but by negligent or outright hostile teachers. In one case, I remember having been given a â€Å"C-† on an assignment in Math where the teacher had incorrectly marked many of my answers. The assignment deserved a â€Å"B† but when I asked for the teacher to take another look at the assignment, I was told to accept the grade I had been given, period. That is a kind of victimization which is very slight compared to the vents portrayed in the movie â€Å"Lean on Me,†but it is an example of how sometimes victimization can go unnoticed. People that I have known have experienced much more extreme victimization, whether it be a female friend who is in an abusive relationship, or a close friend of mine whose own family continuously criticizes him while relying on him to run errands and help with financial obligations. Victimization seems to follow a pattern where one person or group of persons takes advantage of someone whom they perceive to be weaker, or of lesser consequence than themselves. If you are a victim, that probably means that the person or group who is victimizing you has decided that you are of lesser power and importance than they are themselves. While it is a common belief that victims are the â€Å"innocent† party, it is entirely possible for somebody to be a victim while at the same time victimizing others. One good illustration from â€Å"Lean on Me† is the school drug-dealers whoa re making victims out of the people they deal drugs to, but they are also victims themselves of the same social injustices and social inequalities that plague the others. Because you are most likely to be noticed first as a perpetrator of crime than as a victim in most cases, this kind of victimization goes unnoticed. Many forms of victimization rest on the fact that the victims are usually not regarded at large as being valuable or desirable. In many cases they also view themselves this way: as of little or no importance. The best remedy I can think of for victimization is self-empowerment. That doesn’t mean violence, but it does mean that — because victimization implies that one is viewed as being weaker or of lesser value — the natural response to remedy victimization would be the demonstration that either or both of these assumptions are false. In the case that I related about my own math grade, the proper response would have been to seek out whatever official protocol the school offered to challenge an â€Å"illigitimate† grade and maybe through this means I could have had the grade changed, which, in turn would have demonstrated to the teacher that I was not of lesser consequence than the teacher themself. In the case of â€Å"Lean On Me,† of course, the sense of self-empowerment came through learning adn self-discipline, which is the very best method to address victimization and prevent future victimization.

Libyan Tourism and Rescuing Strategy Essay

Early in 2011, a wave of political protests against Libya’s leader Muammar Gaddafi took a violent turn, leading to the outbreak of a civil war between Gaddafi-controlled forces and rebel forces. As the conflict stretched on, Libya’s nascent travel and tourism industry came to standstill. A no-fly zone was imposed over Libya and external forces participated in the conflict; airport runways at Benghazi Airport were destroyed, Tripoli’s port was targeted by NATO forces, and there was significant damage to the country’s infrastructure, the extent of which is yet to be revealed. This brought more than five years of consecutive growth to a halt, as Libya started to emerge from its isolation after the lifting of UN and US sanctions in 2003. The future remains unclear, with the possible opening up of Libya to yet more growth in a post-Gaddafi era. The future is uncertain, and Libya’s travel and tourism industry is expected to suffer losses for at least another two years, even if the conflict comes to an end by the end of 2011. There is a great deal of reconstruction needed, and efforts will be geared towards getting the country back on its feetbefore engaging in more tourism developments. That said, the longer-term prospect may end up proving more encouraging if any reminiscence and residue of the Gaddafi regime is forever scrapped, and a new government aims to truly improve the lives of Libyans and the image of Libya abroad, in an effort to boost the economy, and, ultimately, the travel and tourism industry need urgent recovery strategy however, Libya’s political and economic weaknesses resulted in uprising and Political instability in the whole country starting from 2011. Consequently the destination image of Libya which is a vital component of the decision making of a potential tourist was significantly damaged. In addition the reports on newspapers and other mass media, have frightened potential tourists and significantly weakened the tourism industry during and after the Libyan civil war. after almost two years Libyan authorities have perfected their official efforts to rescue the country from the consequences of the conflict but the main problem is the broken trust in Libya as safe and comfortable area to be visited. The non organized coordination between the government departments created more obstacles with the absence of smart policies and modern strategic planning of using the public media and the multimedia. Literature View Tourism  is  travel  for  recreationalor  business  purposesthe  WorldTourismOrganization  defines  tourists  as people â€Å"travelling to and staying in places outside their usual environment for not more than one consecutive year for leisure, business and other purposes Tourism has become a popular global leisure activity, In 2011, there were over 983 million international tourist arrivals worldwide, representing a growth of 4. 6% when compared to US$ 940 billion in 2010. International tourism receipts (the travel item of the balance of payments) grew to  US$1. 3  trillion (â‚ ¬740 billion) in 2011, corresponding to an increase in  real terms  of 3. 8% from 2010. In 2011, international  travel demand  continued to recover from the losses resulting from the  late-2000s recession, where tourism suffered a strong slowdown from the second half of 2008 through the end of 2009. After a 5% increase in the first half of 2008, growth in international tourist arrivals moved into negative territory in the second half of 2008, and ended up only 2% for the year, compared to a 7% increase in 2007. 4]  The negative trend intensified during 2009, exacerbated in some countries due to the outbreak of the  H1N1 influenza virus, resulting in a worldwide decline of 4. 2% in 2009 to 880 million international tourists arrivals, and a 5. 7% decline in international tourism receipts. Tourism is important, and in some cases, vital for many  countries. It was recognized in the  Manila Declaration on World Tourism of 1980as â€Å"an activity essential to the life of nations because of its direct effects on the social, cultural, educational, and economic sectors of national societies and on their international relations. Tourism brings in large amounts of income in payment for  goods and services available, accounting for 30% of the world’s  exports  of services, and 6% of overall exports of goods and services. It also creates opportunities for  employment  in the  service sector of the economy, associated with tourism, these service industries include transportation services, such as  airlines,  cruise ships, and  taxicabs;  hospitality services, such as  accommodations including  hotels  and resorts; and entertainment venues, such as  amusement parks,  casinos,  shopping malls,  music venues, and  theatres. Libya, with its recent embrace of tourism, is not alone among developing nations. Since the early 1970s, an increasing number of developing nations have listed tourism into their economic plans . It was in the 1970s that international tourism became a global phenomenon. Improvements in international transportation like the jumbo jets, which entered service in 1970, improvements in communication networks and a growing affluence among Western nations made the world both accessible and affordable. growing list of nations have tried to provide western travellers with convenience. THE IMPORTANCE OF IMAGE 1 Media Impact Introduction It has been estimated that a remarkable 25% of all news stories involve disasters or crises of some sort, disasters attract the media in very large numbers, and it’s not hard to see why disasters are spectacular, action-orientated, dramatic events which routinely feature human suffering and feats of durance and bravery. From a media perspective they are relatively easy to cover, provide ample opportunity for dramatic photographs, and are guaranteed to attract an audience or sell newspapers, disaster and crisis events inevitably prove an irresistible combination for the media, and for the general public who will be avid consumers of what the media produces. News will normally be reported as soon as it becomes available, and this is the case regardless of how inadequate the initial information is, or how uncertain the source. The advances in modern technology mean that news stories and pictures can be transmitted around the world within minutes even if the media isn’t present in the initial stage of a disaster or crisis, members of the public will be, with mobile telephones and video cameras in hand, and their pictures will be accessed by the media and transmitted. Passengers in the London Underground rail system following the bombings in July 2005, were transmitting pictures to the media from their wrecked carriages and as they evacuated through tunnels to safety. Media personnel usually have little understanding of the fact that in the confused aftermath of a disaster, information may be difficult or impossible to obtain. This can make them suspect that authorities are hiding information from them when the truth is that it just isn’t availableJournalists are usually generalists, not specialists this means that they are unlikely to have any depth of understanding of a disaster or crisis event, the cause, effects or the necessary response and recovery processes. They can, therefore, easily misunderstand what they see and hear in the case of a tourism crisis, it is essential that local tourism operators only comment to the media on matters which are within the scope of their responsibilities and that they do not comment on operational matters which are the responsibility of emergency services or disaster management agencies. The Media and Human Development In Libya the civil war has destroyed the truth in the region as touristic destination and that added more presser on the tourism industry which already was suffering of the ignorance of the previous regime, not all is about the media affect also there are many other factors control the declining of the performance, the main element in the tourism business

Kindergarten and Children Essay

The early year’s sector was not developed by government policy with specific aims but was created in response to the requirements of families to change economical and social factors. Therefore public expenditure focused on families with social needs and difficulties. Local authority day nurseries catered mainly for children who were at risk from harm mainly in deprived areas. The Private sector held childminders, nannies and private nurseries available. The playgroup movement developed during the 1960s where parents set up and ran provision for their own children to learn through play in village halls and other community facilities. Families requirements for their children vary some parents want care for their children so that they can return to work, some parents want to stay with their children while they socialise, some parents want their children in settings which offer services aimed at learning. Others may want their children to be in a home based environment but unfortunately not every family can afford to pay provision fees, therefore the early year’s sector has various forms of provision to meet the needs of all families. The childcare provision includes: Mother and toddler groups  A place were the toddler can socialise with other children their age, whilst the mother or father can stay and learn more ways to look after and help with the child’s development Pre-school A private nursery, one that is paid for by the parent do not hold compulsory hours, the child doesn’t have a primary school place already. This is for a younger child to gain confidence at an early age. Day care A day care is for children from the age of 3 months to 5 years, they have different classes for children of different ages and the parents can drop off the child and pick them up when they wish. Some parents only take the child in for one or two hours a day so that they have some interaction with other children and have new experiences. Creche A creche is a drop in centre childcare provision, the parents do not pay a monthly fee they only pay when they need such childcare, creche’s are in many different places such as gyms, shopping centres and churches, in these areas the children are looked after whilst the parents can work out, shop or pray. The childcare sector has changed vastly in the last 50 years along with society. Mothers have stopped staying at home and also passed on primary care to nannies or child minders. More childcare settings have been needed as a result of this. The government offer all 3-4 year old children free day care in nurseries such as my setting for up to 15 hours a week, this means mothers can go to work etc. leaving their child there in the care of nursery teachers, practitioners and nursery nurses. Identify current policies, frameworks and influences on the early years sector [pic] [pic] [pic] United nations convention on the rights of the child. Founded in 1989 by world leaders who decided that children needed a special convention for those under 18s because they often need special care and that the government has a responsibility to take measures to make sure children’s rights are protected, respected and fulfilled. All children have a right to adequate food, shelter, clean water, education, health care, leisure and recreation. The act also protects children’s rights by setting the standards in health care, education and legal, civil and social services. The four core principles are: Non-discrimination. Devotion to the best interests of the child The right to life Survival and development Respect the views of a child All children up to the age of 18 are protected regardless of race, religion, gender, culture, whether they are rich or poor have a disability, what they do and don’t say and what language they speak, no child should be treated unfairly. The best interests of the child must always come first when making decisions that can affect them. The EYFS works at setting the standards for learning ensuring that children make progress and no child gets left behind. The education Act Free childcare provisions were introduced for under five year old children as stated briefly previously. Since September 1st 2010 this rose from 12 and a half hours a week to 15 hours a week. The free entitlement provides access to education and care and the hours can be flexible over the week, all childcare provisions must use the EYFS and help young children achieve the five Every Child Matters outcomes. Describe what is meant by evidence-based practice and give examples of how this has influenced work with children in their early years. Evidence based practice is a framework of decisions made from effective information researched that influences practice and allows practitioners to apply their knowledge to a situation which allows them to make a well informed decisions on future actions. Professional practice requires these findings and research to be kept up-to-date and a consideration as to how these can be applied to settings. Sometimes, we need to be sure of what we find out before taking action as it might not be real or true. This is why it is so important for me to communicate and concerns or queries to my team. My everyday practice is influenced by what I have found out or learnt previously as a mother but also professionally through watching my nursery teacher and practitioners and learning as I go. It has been interesting to see that I am heading in the right track as a parent but excited to learn things I hadn’t even thought of previously for my own children that I can not only use in the setting but also bring home for my children to benefit from. An example of how research has influenced working with children is The Effective Provision of Pre-School Education (EPPE) which is the first main study in the UK that focuses on the effectiveness of early years education and studies young children’s intellectual, social and behavioural development at age 3 to 7, collecting a wide range of information on more than 3000 children, their parents, their home environment and the pre-school they attended. Its findings found that children who had attended early years provision were more likely to have better cognitive, social and behaviour skills when they started formal education than those who had no early years provision, also confirming the value of early learning through ‘play’ especially from low-income families. Key Elements of effective practice (KEEP) is another example. It stressed that effective learning in children is dependent on secure relationships. Learning through play and forming secure relationships are both key elements to the EYFS. With formal and non formal observation schedules and reflective practice, there is quality of care, learning and development and accountability as staff may require training and review of procedures and policies in order to keep up to date with new evidence in the provision of health and education. Explain what is meant by Diversity Diversity is the differences between individuals and groups of people in societies. These differences could be gender, ethnic origins, social cultural or religious background, family structure, disabilities, sexuality or appearance. Equality Equality means that individuals in society experience opportunities to achieve which are as good as the opportunities experienced by other people. Inclusion Inclusion is a process of identifying, understanding and breaking down barriers to participation and belonging. Explain the importance of anti-discriminatory/anti bias practice, giving examples of how it is applied in practice with children and carers The curriculum within settings should represent the different cultures of the children within it to promote anti-discriminatory and anti bias practice, as does my setting. We include positive images within the play areas for example in books and on posters which allows our children to view pictures of different races, disabilities, sex and age which promotes an anti-bias view of the world we live in. We also have children within the setting who have special educational needs which also brings it to life for all the children to encourage this acceptance into their lives. The setting creates an environment which is acceptable to all children regardless of their background, along with being able to make them feel welcomed. We ensure they are all valued and have access in every aspect of the provision. We also have had the pleasure of meeting practitioners who are from different countries which also helps the children relate to equality within their lives. Explain how the active participation of the children in decisions affecting their lives promotes the achievement of positive outcomes. Children need to actively participate in decisions that will affect their life. Children that are young need to make simple choices that enable them to find out their likes and dislikes not only for themselves but for us to then plan activities that meet their needs and challenge their abilities, it can be as simple as having a choice between an apple and a pear. This will enable them to express their needs and wishes. Letting the children make choices builds a child’s confidence, self esteem and their social skills. In our setting the children make choices all the time, this will be when a child makes a choice on what they want to do or who they want to do it with, these are simple choices that a child of pre-school and nursery age can make for themselves. This will enable the child to develop more and make choices later on in life that are more important such as, relationships, what course to take at college, whether to gain a qualification, what job they may undertake or even when to get married etc. These choices will all be big decisions that could affect the rest of their life. We as practitioners need to actively listen to the child’s choices and other ways that they may be able to communicate their wishes such as pointing, pictures, signing and any other non verbal means of communication to find out what the child or family actually want or need. We need to understand that children have voices and that they should be heard. Providing that they or others are not in any significant harm, their wishes should be listened to and followed. Examples of how children in our setting actively participate in their own choices include area of play, choice of activities during free flow time, choice of healthy food and drink available to them, choice of actions (good or bad, with intervention when necessary). Again, by giving them these choices it will help them to make small decisions in life and will enable them later in life to extend this to bigger decisions that affect their lives and will help future experiences. It also enables our children to learn to build up confidence, self-esteem and social skills by themselves and sometimes, with our guidance. Explain the importance of reviewing own practice as part of being an effective practitioner The quality of provision in any early years settings is dependent on the skills, attitudes, knowledge and experience of everyone who works there. Reflective practice is the key to quality improvement as it helps to identify the strengths and weaknesses of different aspects of a setting’s provision. Reflective practice is the term used to describe the way in which professionals evaluate their own work and consider ways of improving their work. It is important to do this, as each year a different set of children and parents join the setting. They may have different needs, expectations or interests. Activities, routines and polices may have to be changed or updated to accommodate the new families. Reflecting on practice will help to see where changes need to be made. Staff are developing all the time too. Their knowledge and skills may change due to extra training or new staff having new ideas. National standards and frameworks may also change so this may have an impact on how the setting is run. To reflect on my own practice I tend to critically question what I do and see whether it works or whether there is room for improvement by asking my team for feedback and advise. I am also new to childcare as a profession rather then parent so I am constantly taking things in and using support from my team as motivation to improve my own strengths and target my weaknesses. I tend to observe the reactions of children, parents and the team to help think about my effectiveness, but at the end of the day voicing any concerns is the best policy and my team will always come to me when needed. Especially in areas I may think are working well, I like to think about what skills and knowledge are helping me achieve this or whether I can become more efficient. In areas of weaknesses I always think of ways to improve and pick up hints and tips from my brilliant colleagues who are more then happy to advise. I may need more training in the future when I fell more experience is needed such as first aid etc. I find reflecting on my practise helpful as it gives me a clearer picture of what I actually do within my work role for my setting, and how I can make myself a valuable asset to my team. This itself gives me more confidence of my ability as practitioner and confidence to know that everybody can improve to provide the best care for all our children as I reach higher standards as I progress. Undertake a reflective analysis of own practice Being a reflective practitioner involves thinking about how you currently work and evaluating what you do in order to improve your practice. The reflective practitioner stands back, takes a balanced view and recognises what works well, but is also able to acknowledge what could be changed. To be a reflective practitioner you need to be self aware and able to look as objectively and honestly as possible at how you work with children, colleagues and parents. This is not easy, but taking a proactive role, reflecting on and analysing your own practice is far more rewarding than relying on someone in a more senior position to do this for you. Evaluating your own practice helps to put you in control of the changes that should be made, enables you to identify your professional development needs and will increase your confidence and feelings of job satisfaction. Reflective practice and self evaluation are fundamental to the Ofsted inspection process. By completing the Self Evaluation Form (SEF) managers and setting leaders are able to provide a snapshot of what happens in a setting. Through the SEF they can clearly identify the setting’s strengths and highlight what it does well. At the same time they can acknowledge any weaknesses in provision and plan the changes and improvements to be made. However, managers cannot achieve this alone. They are reliant on all practitioners in the setting taking responsibility for the quality of their individual practice and aiming for continuous improvement. As practitioner I want to be a good role model for the children in my setting by being enthusiastic to their efforts, positive and optimistic towards their abilities and good choices but also as I understand children are active learners I wish for them to be as enthusiastic as I am with their learning and development. I always aim to show a relaxed expression and warm tones in my voice that I can pitch higher as I express enthusiasm. I try to get the children eager to get involved especially in planned activities that are designed to assess the children individually as it is important for me to know each child’s specific needs etc. I am aware that my relationships with the children, parents and colleagues are not only important for the setting environment but also for our children to understand how to treat others and how peers and teamwork is important in life. I treat others how I wish to be treated and respect all my team as individuals professionally as well as getting to know them and enjoying their company during work hours. It is a pleasure to work with a great group of people who are passionate about giving our children a great start in life which, in turn also gives me the motivation to thrive and provide the best care I can for my colleagues and children. I actively listen and am taking in lots of information and advise given verbally or through watching others. This is active learning and it is a cycle within the work setting. When I talk to my colleagues it is in a professional manner with interest and respect. I am also willing to help in any way I can to maintain an efficient smooth running setting. When I talk to the children in the setting I try to relate to them, coming down to their level with interest and listening to anything they have to say. They will always ask questions that I will answer as honestly as I can. I am always intrigued to know their likes and dislikes and by getting to know each individual child helps in this area. It is always nice to following up on their ideas by discussing every thing with the nursery teacher who will then advise. I try my hardest to make every parent feel welcome and at value what they tell me especially when it is about the importance of their individual child. It is important to maintain relationships with everyone as not only does it help me provide the best care I can but it also makes the place a very strong place to be as we are helping these children thrive and flourish to take these abilities with them through life. I try to help the setting by being proactive in solving problems as they arise but I will come to my team in times of need. I definitely need to continue to actively learn through my team but also establish a personal style and accept we are all different and all give a different benefit to the team. I started off with little confidence as a parent you never quiet know what boundaries you can cross with other children such as how stern to be when they make bad choices etc. Now I am much more confident and relaxed in my approach but I am always learning, every day I learn something new. I need to communicate and not be afraid to ask my nursery teacher if I misunderstand a task given to me. I made the mistake of setting out an extra activity that didn’t help what the nursery teacher had planned as I assumed bowels were left out for it when in fact they were forgotten about and not put away. The nursery teacher was busy and so I tried to use my initiative but it was not a good decision. I should have waited to speak to my tutor and seek advice. This is what I shall do in the future. I tend to learn from my mistakes! Develop strategies to deal with areas of difficulty and challenges encountered in professional practice in early years settings Examples of areas of difficulty and challenges that may arise in the work setting between myself and parents of children include: Parents not collecting their child on time – getting later and later Parents with outstanding fees Parents with a complaint e. g. they claim a child has hit their child Speaking to a parent about a concern you have about their child (you feel that the child has specific needs, and you are worried how they may accept/not accept it). Parent has been discriminating against another parent (possibly verbally to the other parents). These issues are not only very sensitive to each individual family but they all require handling with professionalism and respect as a parent myself you need to feel valued and listened to and made aware that the dilema will be dealt with promptly and effectively and in confidence. This is why having full and comprehensive policies and procedures within my setting is important and relevant at these times to follow. When speaking to parents, if they came to me with a concern or complaint I would listen, really listen, even if they start to shout, often they just want to say their piece. Then if they have cause to complain or bring something up I may be able to deal with it there and then by speaking in a professional manner, without making it personal. If I am able to resolve it, I will try, if not I would this to the nursery teacher as she is a very good active listener and always wants the best for our children, parents and team. It is very important to maintain relationships as we would hate to tarnish the settings name we really do enjoy our involvement and helping our children the best way we can. To me it doesn’t matter how small the concern is – it’s important for that child and their parents, and I want to assure those parents I take things very seriously in order to resolve issues. When a parent needs addressing for issues such as a concern about their child or fees are owed then the nursery teacher will deal with this matter by forms of letters or arranging a meeting to speak in confidence regarding the above. If a parent has come to me or the nursery teacher with a complaint about another parent I would have to have a quiet word or arrange a meeting to say ‘It has been brought to my attention that you have been speaking about another parent unkindly/discriminatingly. ‘ They may interject here and say ‘who said, they are lying? But I would just have to remember to say something such as ‘†¦ I am not at liberty to say, but whether it is true or not I must remind you we are an equal opportunity setting who celebrates diversity and cultural beliefs. Remember to explain sensitively and nicely that you are duty bound to make sure all the children and families are treated equally, and you would do the same for their child, if you felt they needed your support. But currently it is the responsibility of the nursery teacher and so I would talk to her about any such issues.