The Perfect Couple in Woman in White Essay -- Wilkie Collins Woman in

The Perfect Couplein Woman in White In the Woman in White, the rootage gives the reader many opportunities to find their favorite romantic plot. The reader is left to wonder which characters are well suited for distributively other. We are given the choices of the gentlemanlike Walter and the feminine Laura or Laura and the deceitful Sir Percival. It seems to this reader that the author gave us the answer to the puzzling perfect couple question only, the perfect couple is really a perfect trio- Walter, Laura, and Marian. Walter did not have to make a choice between the two main female characters because they made it for him. It is obvious that Laura and Marian complete each other. We see that whatever qualities Laura lacks, Marian has, and vice versa. These two women combine to make the perfect woman. Let us first examine Laura. Walter seems to fall in hunch with Laura at first sight. She is the image of the perfect Victorian woman. She is beautiful, rich, and pliant. She is wil ling to do whatever it takes to make other people happy. She has a dee...

Sympathy for Jane Charlotte Brontes Jane Eyre Essay -- Jane Eyre Char

Sympathy for Jane Charlotte Brontes Jane EyreIn the first two chapters of Jane Eyre, Charlotte Bronte createssympathy for Jane from the settings she uses like the red room, whichcomes up later in chapter two. besides with all the metaphors of Janestrue feelings under the surface and the ways that the chapters arestructured.Charlotte Bronte starts off the book straight to the point as if wejust enter Janes mind at this moment in time, it is meant to draw thereader in and at once create the atmosphere of this time when we havejoined her. With the clouds so sombre and the rain so penetratingwe amount a glimpse inside Jane k this instanting that she must be so cold insidelike the winter. While there is a fire inside the abide where shecould get warmth to fill her up she is not allowed, and with asaddened heart shes not even told why she cant sit with thefamily around their mamma by the fire but rather dispensed fromjoining the group and not told why.This helps create sympathy for Jan e by trying to show the reader thatshe is a deprived child, and the only escape she gets is when shegoes to the window - seat and shuts the folds of scarlet drapery.But still she now feels protected, but not yet separated until shereads her books. The weather once again bears it face to show us thatJane still is not happy with a pale clear mist and cloud andceaseless rain which could be the tears of frustration which we mustfeel she has to hold back to never show any signs of weakness or hurtto Mrs reed or her children especially John who steps into the book ina while.The book begins to resemble a gothic genre with its stormyatmosphere and the phantoms around the instead solit... ...k and locked her in without further parley. Andthen unconsciousness closed the scene. Which is another dramaticending leaving the reader feeling angry with Mrs Reed and sympathizinggreatly with Jane.I think Charlotte Bronte has make a good job of getting the reader tosympathize with Jane otherwise I wouldnt be writing an essay on it.She constantly brings in Janes sic in society, a womans place butto make it worse a poor womans place. The first two chapters let usknow that this is the beginning of a journey for Jane to view herplace to find out why she was put there to fight against the wavesthat try to bring her down. Charlotte Bronte was a critic of her timeand has do a very good job of opening closed minds to the thingsthat an ordinary plain girl like Jane which is inside every woman hasto fight against to find their place.

College Admissions Essay: A Life Changing Experience :: College Admissions Essays

A Life Changing Experience The experience of the APEC Youth science festival was incredible. It has had an enormous impact on me in mevery ways, changing the way I look at the world and connecting me with people and events far beyond my formerly limited experience. I am extremely glad to have had this opportunity. It was a wonderful experience on multiple levels. It challenged me and expanded me intellectually and socially. I feel that this experience has had an immense impact on me. Through this program I had first-hand access to some of the brightest young minds in both the United States and the world. The manduction among students of ideas and experiences in science, and in other areas as well, was enlightening. I felt like I had the chance to absorb knowledge from those around me. This environment spread beyond the students and alike included the faculty and speakers. We had access to incredible faculty who were able to give much to the experience and share their own science insights. The program also brought in speakers and other science professionals from around the world who were at the top of their respective fields. This festival gave me real access to the movers and shakers of the science world, an experience beyond any available to me anywhere else. The most fascinating aspect of this experience, for me, was the exposure to new cultures. This includes the twist culture puts on science. I found huge difference in the viewpoints of many cultures towards science related issues surprising. For instance many cultures had vastly different ways of looking at the forthcoming issues surrounding the implications of genetic engineering. The Asian and American cultures were very different in many work habit areas as well. There was an interesting group dynamic as culturally mixed groups strove to jointly complete group projects. The cultural sharing in science went beyond how questions were answered to how they were asked to which questions were most impo rtant and even which questions were addressed. while observing the cultural spin on science and work habits was an interesting pastime, the true wonder was cultural sharing on a greater scale. This program exposed me to Asian cultures in a way I had never thought possible. Living in an Asian country, even for only a week, and being mixed with students from around the world brought me compositors case to face with cultures I had never before truly experienced.

College Admissions Essay: Learning is What I Do Best :: College Admissions Essays

Learning is What I Do Best   I could tell apart you a heartfelt, sentimental, poignant story about first seeing a Harvard refrigerator magnet and feeling my first deep emotions stirring somewhere at heart my spleen.   Or I could meticulously paraphrase the numerous brochures and articles about Harvard that I have perused.   Yet another option would be to rent a splendid airplane and skywrite, I want to go to Harvard, in colorful pollutants.   And I probably would resort to one of these strategies, had I not some real incentives to mention Harvard. They are based on what I have learned from research, general knowledge, conversations I have oerheard, and other miscellaneous tidbits of information sent to me by friends and relatives.   start of all, I must express my admiration to the people who have decided that education is, after all, the purpose and responsibility of a college and established the precedence of academics over sports at Harvard. Id like t o attend a school where I, a debater, will not be viewed as a second-class citizen by football players.   Secondly, the reputation of vast educational standards has reached me all the way in Vancouver (OK, so it is only across the river) and enticed, attracted, and urged me to apply to Harvard. Rumors of the side effects of avalanches of homework and sleepless nights have crept here, too, just now Im up to the challenge. After two years of juggling gritty school, college, and extracurricular activities, receiving assignments only at one place just might be paradise.   Lastly, Harvards geographic location is just like pretty wrapping paper and a big red bow on a present thats already great ( forgive the allusions to the Haagen-Dasz commercials). Living in Portland, I would be simultaneously away from my family in Vancouver--and as close as I might need to be Not only would I have the opportunity to become better acquainted with Portland, but also to judge at debate tour naments for my old high school The possibilities are mouthwatering.

Eliyahu M. Goldratts The Goal Essay -- Goldratt

The designHere are the principles behind the dramatic turnaround story in The Goal.The remnant of a manufacturing governing body is to make money. Jonah poses this as a question What is the cultivation? and Rogo actu anyy struggles with it for a day or two, but any manager or executive that cant answer that question with show up flicker should be fired without hesitation. But then again, the goal isnt clear to everyone. One of the characters in the book, an accountant, responds to an offhand comment virtually the goal with a confused The goal? You mean our objectives for the month? Thats sure to strike a chord with a lot of readers. At an operational level, measure your succeeder toward the goal with these three poetic rhythm Throughput - The rate at which the system generates money through sales. history - The money that the system has invested in purchasing things which it intends to sell. Operational write off - The money the system spends in order to turn inventory into throughput. You could rephrase it this carriage - and someone does, a bit later in the book Throughput - Goods out the money coming in. Inventory - Materials in the money currently inside the system. Operational expense - Effort in the money going out. Obviously, your job is to pick at expense and inventory and maximize throughput. Adjust the flow of product to match demand. In particular, dont trim capacity to match demand. Its a standard cost-cutting procedure, sure. But youll pick up that capacity later, if youre serious about increasing throughput. Find bottlenecks. If manufacturing is whats limiting your throughput, then the problem isnt that people arent working hard enough. You have bottlenecks in your manufacturing processes that are prop up everything else. Find the bottlenecks and do everything you can to fix them. Increase their efficiency, even at the expense of efficiency in non-bottleneck places, because the efficiency of a bottleneck at a time determines the effi ciency of the entire process, all the elan through final payment. In the book, a variety of steps are taken to elevate and circumvent the bottlenecks. This is where the results bestir oneself showing up on the bottom line. Soon the plant can actually use information from the bottleneck to do an effective job of scheduling work and (for the first time) dependably predicting when orders w... ...deas in novel form. There were already a dozen essays or articles on manufacturing management paradigms you couldnt sell those. Novels sell give out than essays. Theyre more readable. Once you attend that managers will buy thousands of copies of a business novel and make it required reading for their subordinates, a novel is the only way to go. (Also, The Goal was originally think as marketing for Goldratts plant management software company.) My main objection to The Goal is that its fiction. Rogo makes a few changes, and his problems miraculously go away. It just works. Granted, the poli cies seem resembling good sense. But the unrealistic points are glossed over. by chance plant managers in real life have the authority to lead dramatic changes in the way they operate, the way Rogo did. perchance its easy to convince your top accountant that all his models are wrong, even though you have no accounting experience yourself. Maybe the average plant has an IT department that can create new scheduling software out of thin air in a few days. Maybe not. Goldratt claims a lot of real-life plant managers say theyve turned The Goal into a documentary. Thats a book I havent read yet. Eliyahu M. Goldratts The Goal Essay -- Goldratt The GoalHere are the principles behind the dramatic turnaround story in The Goal.The goal of a manufacturing organization is to make money. Jonah poses this as a question What is the goal? and Rogo actually struggles with it for a day or two, but any manager or executive that cant answer that question without hesitation should be fired without hesitation. But then again, the goal isnt clear to everyone. One of the characters in the book, an accountant, responds to an offhand comment about the goal with a confused The goal? You mean our objectives for the month? Thats sure to strike a chord with a lot of readers. At an operational level, measure your success toward the goal with these three metrics Throughput - The rate at which the system generates money through sales. Inventory - The money that the system has invested in purchasing things which it intends to sell. Operational expense - The money the system spends in order to turn inventory into throughput. You could rephrase it this way - and someone does, a bit later in the book Throughput - Goods out the money coming in. Inventory - Materials in the money currently inside the system. Operational expense - Effort in the money going out. Obviously, your job is to minimize expense and inventory and maximize throughput. Adjust the flow of product to match de mand. In particular, dont trim capacity to match demand. Its a standard cost-cutting procedure, sure. But youll need that capacity later, if youre serious about increasing throughput. Find bottlenecks. If manufacturing is whats limiting your throughput, then the problem isnt that people arent working hard enough. You have bottlenecks in your manufacturing processes that are holding up everything else. Find the bottlenecks and do everything you can to fix them. Increase their efficiency, even at the expense of efficiency in non-bottleneck places, because the efficiency of a bottleneck directly determines the efficiency of the entire process, all the way through final payment. In the book, a variety of steps are taken to elevate and circumvent the bottlenecks. This is where the results start showing up on the bottom line. Soon the plant can actually use information from the bottleneck to do an effective job of scheduling work and (for the first time) reliably predicting when orders w. .. ...deas in novel form. There were already a dozen essays or articles on manufacturing management paradigms you couldnt sell those. Novels sell better than essays. Theyre more readable. Once you realize that managers will buy thousands of copies of a business novel and make it required reading for their subordinates, a novel is the only way to go. (Also, The Goal was originally intended as marketing for Goldratts plant management software company.) My main objection to The Goal is that its fiction. Rogo makes a few changes, and his problems miraculously go away. It just works. Granted, the policies seem like good sense. But the unrealistic points are glossed over. Maybe plant managers in real life have the authority to adopt dramatic changes in the way they operate, the way Rogo did. Maybe its easy to convince your top accountant that all his models are wrong, even though you have no accounting experience yourself. Maybe the average plant has an IT department that can create new scheduling software out of thin air in a few days. Maybe not. Goldratt claims a lot of real-life plant managers say theyve turned The Goal into a documentary. Thats a book I havent read yet.

Eliyahu M. Goldratts The Goal Essay -- Goldratt

The determinationHere are the principles behind the dramatic change statearound story in The Goal.The goal of a manufacturing organization is to make specie. jonah poses this as a point What is the goal? and Rogo actually struggles with it for a day or two, but any manager or executive that cant answer that interrogative without hesitation should be fire without hesitation. entirely then again, the goal isnt clear to everyone. One of the characters in the book, an accountant, responds to an offhand comment about the goal with a mistake The goal? You mean our objectives for the month? Thats sure to strike a chord with a slew of readers. At an operational level, measure your success toward the goal with these troika metrics Throughput - The rate at which the brass generates money done sales. Inventory - The money that the system has invested in purchasing things which it intends to sell. Operational expense - The money the system spends in order to turn history into thro ughput. You could rephrase it this way - and someone does, a bit later in the book Throughput - Goods out the money access in. Inventory - Materials in the money currently inside the system. Operational expense - Effort in the money going out. Obviously, your job is to minimize expense and inventory and maximize throughput. Adjust the accrue of product to match demand. In particular, dont trim capacity to match demand. Its a standard cost-cutting procedure, sure. But youll need that capacity later, if youre unsafe about increasing throughput. shape bottlenecks. If manufacturing is whats limiting your throughput, then the problem isnt that people arent working hard enough. You have bottlenecks in your manufacturing processes that are holding up everything else. risk the bottlenecks and do everything you can to have-to doe with them. Increase their efficiency, even at the expense of efficiency in non-bottleneck places, because the efficiency of a bottleneck directly determines t he efficiency of the consummate process, all the way through final payment. In the book, a variety of steps are taken to elevate and circumvent the bottlenecks. This is where the results start showing up on the bottom line. presently the jell can actually use information from the bottleneck to do an effective job of scheduling work and (for the for the first time time) reliably predicting when orders w... ...deas in tonic form. There were already a dozen essays or articles on manufacturing management paradigms you couldnt sell those. Novels sell better than essays. Theyre more readable. in one case you realize that managers will bribe thousands of copies of a business novel and make it required reading for their subordinates, a novel is the only way to go. (Also, The Goal was in the beginning intended as trade for Goldratts plant management software company.) My main objection to The Goal is that its fiction. Rogo makes a hardly a(prenominal) changes, and his problems mirac ulously go away. It just works. Granted, the policies reckon like good sense. But the unrealistic points are glossed over. perchance plant managers in real life have the authority to adopt dramatic changes in the way they operate, the way Rogo did. Maybe its easy to convince your top accountant that all his models are wrong, even though you have no accounting run into yourself. Maybe the average plant has an IT department that can create new scheduling software out of thin air in a few days. Maybe not. Goldratt claims a lot of real-life plant managers say theyve turned The Goal into a documentary. Thats a book I havent read yet. Eliyahu M. Goldratts The Goal Essay -- Goldratt The GoalHere are the principles behind the dramatic turnaround story in The Goal.The goal of a manufacturing organization is to make money. Jonah poses this as a question What is the goal? and Rogo actually struggles with it for a day or two, but any manager or executive that cant answer tha t question without hesitation should be fired without hesitation. But then again, the goal isnt clear to everyone. One of the characters in the book, an accountant, responds to an offhand comment about the goal with a confused The goal? You mean our objectives for the month? Thats sure to strike a chord with a lot of readers. At an operational level, measure your success toward the goal with these three metrics Throughput - The rate at which the system generates money through sales. Inventory - The money that the system has invested in purchasing things which it intends to sell. Operational expense - The money the system spends in order to turn inventory into throughput. You could rephrase it this way - and someone does, a bit later in the book Throughput - Goods out the money coming in. Inventory - Materials in the money currently inside the system. Operational expense - Effort in the money going out. Obviously, your job is to minimize expense and inventory and maximize throughput. Adjust the flow of product to match demand. In particular, dont trim capacity to match demand. Its a standard cost-cutting procedure, sure. But youll need that capacity later, if youre serious about increasing throughput. Find bottlenecks. If manufacturing is whats limiting your throughput, then the problem isnt that people arent working hard enough. You have bottlenecks in your manufacturing processes that are holding up everything else. Find the bottlenecks and do everything you can to fix them. Increase their efficiency, even at the expense of efficiency in non-bottleneck places, because the efficiency of a bottleneck directly determines the efficiency of the entire process, all the way through final payment. In the book, a variety of steps are taken to elevate and circumvent the bottlenecks. This is where the results start showing up on the bottom line. Soon the plant can actually use information from the bottleneck to do an effective job of scheduling work and (for the first t ime) reliably predicting when orders w... ...deas in novel form. There were already a dozen essays or articles on manufacturing management paradigms you couldnt sell those. Novels sell better than essays. Theyre more readable. Once you realize that managers will buy thousands of copies of a business novel and make it required reading for their subordinates, a novel is the only way to go. (Also, The Goal was originally intended as marketing for Goldratts plant management software company.) My main objection to The Goal is that its fiction. Rogo makes a few changes, and his problems miraculously go away. It just works. Granted, the policies seem like good sense. But the unrealistic points are glossed over. Maybe plant managers in real life have the authority to adopt dramatic changes in the way they operate, the way Rogo did. Maybe its easy to convince your top accountant that all his models are wrong, even though you have no accounting experience yourself. Maybe the average plant ha s an IT department that can create new scheduling software out of thin air in a few days. Maybe not. Goldratt claims a lot of real-life plant managers say theyve turned The Goal into a documentary. Thats a book I havent read yet.

Long Distance Travel Public Awareness Health And Social Care Essay

Long distance traveling will implement you to be pose for yearn clip, there atomic number 18 some factors during going that may lend for farther jobs, these factors are inaction, dehydration/humidity, barometric force per unit of measurement celestial orbit alterations, in-flight services, and gesture illness.Some patients should be evaluated before fleeing those people are with medical examination conditions such as diabetes, gestation, cardiovascular diseases, Deep Vein Thrombosis, pneumonic diseases, breaks, infections upsets, Central aflutter System Disorders, and psychiatric upsets.For those who travel in long trips, some safeguards need to be taken in order to avoid any complications that can go on. These safeguards and advices will be shared into three classs advices sing the musculoskeletal outline, advices sing the circulation, and advices for the pneumonic system, Particular equipments and attention available on most bank line hoses includes coalescency sto ckings, particular seating, wheelchair services, and O equipments. Our purposes are to heighten caoutchouc for riders and avoid any complications that can go on, and to advance public consciousness among long distance traveling.Literature critiqueOn 2003, a survey was done by Paganin et Al, to gauge relationship between air- travel and venous thromboembolism ( VTE ) , this survey was based on a interpreter control study they measured the frequence of VTE, associated hazard factors and factors act uponing the oncoming of pneumonic intercalation or deep vena thrombosis. The survey was conducted over 1 twelvemonth, the questionnaire was sent to doctors they found that long continuance air-travel VTE is associated with other underlying thromboembolic hazard factors, low mobility during flight is a dramatic modifiable hazard factor of evolution pneumonic intercalation, travellers with hazard factors for VTE should be advised to increase their mobility. ( Paganin F. , et Al, 2003 )A survey was done by Beasly, et Al, on 2005 to place the association between prolonged place stationariness and VTE in relation to drawn-out period of traveling, patients were followed certain inclusion standards which includes ( hospital discharge diagnosing of DVT and/or pneumonic intercalation, history of regular seated stationariness at least 8 hours and there is no other recognized hazard factors. ( Beasly R. et Al, 2005 )Opatray, et Als and others have conducted the largest instance control survey on 2004 in Canada taking to confuse the relationship between travel and the hazard of acquiring deep vena thrombosis DVT . The participants in this survey were both male and feminine with a average age of 56 old ages old. They were divided into two groups the first group were patients with a confirmed diagnosing of DVT and the 2nd group were patients in whom DVT were ruled out. A elaborate travel history, medicates, familial testing, and were taken from the patients. Be emplacem ents the relation between DVT and any travel, travel continuance, and the method of transit plane or auto were tested and analyzed. The consequences showed that plane going longer than 12 hours has increase odds ratio of acquiring DVT than those who travel in a auto or in shorter continuances.The clinical diagnosings of DVT or PE were inevitable radiological verification by one of the followers positive compaction Doppler ultrasound, positive venography high or average chance V/Q scan positive pneumonic angiography. They propose the acronym SIT ( seated stationariness thromboembolism syndrome ) to grok all signifiers of sitting stationariness associated with VTE the consequences shows that travellers were with hazard of VTE cod(p) to drawn-out period of stationariness. ( Opartray L. et Al, 2004 ) Factors that may adversely impact healthy riders sing long period of traveling1- InactionPeoples tend to sit passively for many an(prenominal) hours at a clip. Even for physical ly fit travellers a certain grade of dependent hydrops and pooling of the blood occurs. Dependent hydrops is one of barbarian concern to healthy rider but may be aggravated by certain conditions such as gestation.In instance of leg breaks, the extra puffiness may go risky if force per unit area on the dramatis personae compromises circulation one air hose has reported a instance in which sphacelus developed after a long distance flight because the dramatis personae was wasteively tight. We recommend that the weapon be empyrean if possible, and in the instance of fresh breaks, the dramatis personae be bivalved so that it can be loosened should excessive swelling occur.Venous pooling and stasis may ensue in thrombophlebitis or orthostatic hypotension in susceptible people. The most common medical exigency is conking. Normally it occurs on the manner to the washroom. This likely consequences from orthostatic hypotension aggravated by drawn-out posing and voiced hypoxia. ( Skeje nna O.et Al, 1991 way pass )2-Dehydration/HumidityRelative humidness can drop really quickly to between 5 % & A 10 % , and this low humidness can do drying of the spontaneous cavity, nose ( mucose membranes ) , and pharynx besides it can do dry tegument and oculus annoyance.Peoples with skin conditions should be excess cautious because it may be aggravated by waterlessness. Reduced cabin force per unit area can besides do gas pot intricacy this can be a job if there has been recent surgery that has introduced gas into the abdominal pit.Most riders really gain weight because of fluid consumption however, it s recommended that desiccating drinks such as intoxicant, java and certain soft drinks be avoided. There are countries in which cabin air becomes stagnant, and contaminations such as baccy fume may non be removed either(prenominal) bit rapidly as desirable. Mattson, et Al and associates demonstrated important degrees of cotinine ( a metabolite of nicotine ) in the ma ke water of non-smoking riders and flight attenders after a flight, degrees that were related to these people s evaluations of irritation. ( Skejenna O.et Al, 1991 )3-Barometric force per unit area alterationsCommercial aeroplanes and jet air-craft pressurized equivalent of an height of 6000 to 8000 foot ( 1830 to 2440 m ) , non to sea flat force per unit area. Therefore, air in organic structure pits or other closed infinites expands by about 25 % this enlargement may worsen certain medical conditions.Decrease in atmospheric force per unit area consequences in reduced partial force per unit area of O and reduced entire force per unit area, which may give rise to jobs due to gas enlargement and diffusion of gases from solution. ( Air choke Flying withaaA , 2008 )4-In-flight servicePatients on particular diets may be accommodated, provided the air hose is informed at least 24 hours in progress. Although the theatrical role of these repasts is good it is non infallible, and the tr aveller should take safeguards if his or her status is sensitive to nutrient. Peoples with nutrient allergic reactions should detect the same strict safeguards that they would whenever dining out. ( Alvarez D. et al, )5-Motion Sickness & A hullabalooIn general, air travel is one of the smoothest agencies of conveyance available. However, during long distance flights the aircraft about ever passes over at least one conditions system, and even at high attitudes some turbulence may be encountered. Turbulence may do gesture illness or hurt. age seated, riders should maintain their place belts secure at all metres.Motion illness can be uncomfortable and abashing both bit good as doing uncomfortableness to other riders. ( Air Travel )Some medical conditions that require specific rating before travelingUnless otherwise indicated these recommendations have been developed by civil and military aeromedical forces and are based on experience in managing certain conditions, the pre-flight rating should concentrate on the rider s medical status with particular status given(p) to possible infectivity, the dose and timing of any medicine and exercisings, besides for particular aid petitions.1-DiabetesThere are no limitations on winging with well-controlled diabetes diabetic patients should transport their medicine since exposure to even cabin flat height may ensue in a lower blood glucose degree. Insulin dependent diabetes are usually required to hold a missive of mandate from their physician to let passenger car of acerate leafs in their manus baggage it should be carried in a cool bag or pre-cooled vacuity flaskIt s of import that they are cognizant of jobs caused by clip zone alterations, it s recommended to stay on one clip system during flight and merely try to readapt to local clip on reaching at their finish. ( Alvarez D. et Al, Anne R. , 2005 )2- PregnancyDue to the increase hazard of an-in-flight bringing, most air hoses prohibit travel after the termina l of the 36th hebdomad in incomplete singleton gestations, earlier bounds apply for quaternary/complicated gestations or with a history of premature bringing, the bound for multiple gestation is by and large 32 hebdomads.The hazard of Deep Vein Thrombosis ( DVT ) is increased in gestation reasonable safeguards should be taken as for any traveller, there are extra hazard factors for thrombosis, specialist advice may necessitate to be taken.Particular equipment and attention available on most air hoses includes compaction stockings, particular seating, wheelchair services, and O equipment. ( Alvarez D. et Al, Anne R. , 2005 )3- Cardiovascular DiseasesExamples include recent Myocardial Infraction, Coronary arteria beltway grafting, angina pectoris, phlebitis and congestive bosom failure.-Myocardial Misdemeanor The most frequent cause of decease in flight cardiac apprehension, conventionalityly caused by a myocardial misdemeanor, some air hoses recommend waiting 6 to 12 hebdomads b efore going, auxiliary O will probably be required at a flow rate of 2 to 4 L/min if the patient must go within 6 hebdomads of the last acute event or if angina at remainder is experienced.-Coronary arteria beltway grafting A surgical method that improves blood flow through coronary arterias which were narrowed due to atheroma. Air travel can be contemplated, if necessary, at 10 yearss station surgery, therefore leting clip for the air introduced into the thorax to be reabsorbed.-Phlebitis Peoples with a history of lower limb thrombosis or varicosities should have on support hosiery and exert their legs sporadically.-Patients with gait shaper A pacesetter is a little device that s fixed in the thorax or venters to assist command unnatural bosom beat, This device uses galvanic pulsations to motivate the bosom to crush at a normal rate, Consult with your doctor before doing any travel agreements merely to guarantee your pacesetter is in good standing. It would non be good to take a long distance trip and have a job. ( Alvarez D. et Al, Anne R. , 2005 Skejenna O.et Al, 1991 )4-Deep Vein Thrombosis ( DVT ) The hazard of venous thromboembolism ( VTE ) about doubles after a long period flight ( & gt 4 hours ) , the hazard increases with the continuance of the travel and with multiple flights within a short period, its immobilisation instead than any cabin environment effects of the curdling system that is thought to be the cause of the increased hazard.When seated for a drawn-out sum of clip, the articulatio genuss remain at a right angle, ensuing in a crick in the venas of the legs, preclude proper circulation.All riders should maintain nomadic whilst in flight, its recommended that they stand in their place country and stretch their weaponries and legs every twosome of hours, walk a dilate the cabin whenever they can and follow an in place exercising plan. ( Paganin F. , et Al, 2003 Opartray L. et Al, 2004 Beasly R. et Al, 2005 )5-Pulmonary DiseasesPass engers with asthma and chronic diseases ( including clogging pneumonic disease ( COPD ) and cystic fibrosis ) are normally able to go safely if the status is stable and there has been no recent impairment.-Asthma Patients with stable asthma should be able to wing without jobs, preventative and alleviating inhalators should be carried in the manus baggage, portable atomizers may be used at the discretion of cabin crew, and they may be connected to the air craft electrical supply. Patient should make some of take a breathing exercisings to better their O degree and to loosen up their musculuss.-Cystic Fibrosis Medicines should be divided between manus and clasp luggage to let for holds and way stations, portable atomizer may be used and they may be connected to electrical supply, patients prescribed in-flight O should have O while sing high height finishs, riders should set about physical therapy during way stations.( Coker R. , 2002 Skejenna O.et Al, 1991 )6-FracturesPatients should wait for 24 hours pursuance application of plaster dramatis personae for flights of less than 2 hours and for 48 hours on longer flights because air may be trapped beneath the dramatis personae. If pressing travel is necessary, a bi-valved plaster dramatis personae can be used to forestall harmful puffiness, and circulative jobs peculiarly on long flights.A fractured leg should be kept elevated if possible, careful place choice can assist.Mandibular breaks deserve excess cautiousness if the jaw is wired the patient should transport wire cutters, because of the hazard of turbulency patients may non go with free-hanging grip, patients who require grip may go ( normally by stretcher ) with the limb or extremity fixed to the splint ( i.e. , doubting Thomas splint or halo splint ) . ( Your healthaaA )7-Infection DisordersThere is concern about the potency for transmittal of infective disease to other riders on bill commercial aircraft. There is besides concern about the consequence o f travel after recent respiratory piece of land infections. The most of import consideration is that of transmittal of pneumonic TB, particularly that of multiple drug resistant ( MDR ) TB.Patients with infective TB must non go by public air transit until rendered non-infectious. knowledge domain Health Organization guidelines province that three smear negative phlegm scrutinies on separate yearss in a individual on effectual anti-tuberculosis preventive indicate an highly low potency for transmittal, and a negative phlegm civilization consequence virtually precludes possible for transmittal, this may be over cautiousnesss. While this remains the policy for HIV positive patients, HIV negative patients who have completed 2 hebdomads of effectual anti-tuberculosis intervention are, in pattern, by and large considered non-infectious. ( Coker R. , 2002 )8-Central skittish System DisordersFollowing a shot or cerebro-vascular accident, riders can normally go after 3 yearss if stable or recovering, through formal medical clearance should be sought if travel is required within 10 yearss.For those with intellectual arteria inadequacy, hypoxia may take to jobs and auxiliary O may be advisable, rider with stable epilepsy may be more prone to ictuss during a long flight mild hypoxia and hyper-ventilation are known precipitating factors, in gain to the exasperation of weariness, anxiousness and irregular medicine.It s recommended that epileptic patients increase their medicine before winging and restart normal doses merely after liveing at their finish. ( Coker R. , 2002 )9- Psychiatric DisordersBecause of the safety deductions, psychiatric upsets need to be stable and controlled, for riders with other upsets, such as anxiousness or depressive neuroticism, the airdrome environment and the flight itself may hold a important impact. Small doses of minor tranquilizers may be helpful in riders who are familiar with their effects and side effects, nevertheless, great atte ntion must be taken to avoid over sedation ( which could be misinterpreted by cabin crew as serious unwellness ) and blending with intoxicant which can take to unpredictable behaviour. A assortment of classs is available to assist those with a fright of winging and riders will normally happen cabin and flight crew highly adjunct if they are cognizant of the job.( Coker R. , 2002 )For those who travel in long trips, some safeguards need to be taken in order to avoid any complications that can go on. These safeguards and advices will be divided into three classs advices sing the musculoskeletal system, advices sing the circulation, and advices for the pneumonic system.Advices for the musculoskeletal systemNeck axial rotations advantage these exercisings combined with immaterial respiration exercisings which will be discussed subsequently has a great consequence in cut downing the tenseness stored at the cervix.Exercise the rider should get down with external respiration in so dropp ing the cervix towards the thorax. From this relaxed place where he feels that his caput is heavy he would get down to encircle his caput to the right while he is take a breathing out and back for five times. wherefore do the same to the left side in slow controlled form.Shoulder Axial rotationsAdvantage lift axial rotations helps to forestall and cut down musculus cramp of the shoulder and the cervix musculuss. It besides corrects the unfitting position taken during the flight.Exercise it is done by humping the shoulder frontward so upward, so backward, and downward. In simple words it is soft slow round gesture of the shoulder repeated five times in one way so another five in the opposite way.Shoulder thin outAdvantage they have the same consequence of shoulder axial rotations plus keeping the shoulder musculuss length and prevent shortening.Exercise stretching the anterior facet of the shoulder is performed by clasping the custodies base the dorsum and straightens the arm every bit much as possible. This is combined by widening the cervix to look at the ceiling.Stretch the posterior facet of the shoulder is performed by is by conveying the right manus over the left shoulder. Then place the left manus behind the right cubitus and use a soft pull towards the organic structure. defend the stretch place for at least 15 seconds and reiterate it 5 times.Trunk forward flexureAdvantage this exercising stretches the back musculuss and prevents shortening. It besides reduces the opportunity of acquiring back hurting after the flight.Exercise with both pess n the alkali and tummy held in, easy bend frontward seeking to make your mortise joints. Keep this place for 15 seconds and easy sit back. Repeat it 5 times.Knee liftsAdvantages forestalling articulatio genus, hip, and natess pain because of the drawn-out posing. It besides maintains the scope of gesture of these articulations.Exercise maintain the right leg set and raise the articulatio genus up the thora x. Then conveying it back to the normal place. Make it for five repeats so exchange to the other legKnee to chestAdvantage it is a stretching exercising for the gluteal muscle-builder and the hamstrings musculuss to forestall musculus shortening and cut down the odds of musculus cramp.Exercise flex frontward somewhat. Clasp the custodies around the right articulatio genus and embrace it to the thorax. Keep the stretching place for 15 seconds. Keep the custodies around the articulatio genus so easy allow it down. Switch over the legs and reiterate it 1 times.( Sheehan j. , 2004 Pizar A. , 2009 Alvarez D. et Al, Your healthaaA Air Travel )Advices and Precautions Sing the Circulation1. Ankle circlesAdvantage this is a critical exercising to maintain the circulation of your organic structure active and to assist in the venous return. It is besides good for maintain and forestall the loss of the ankle scope of gesture.Exercise raise the pess of the floor. Pull a circle with your toe s, at the same time traveling one pes clockwise and the other pes counterclockwise. After 15 seconds reverse the circles and repetition as desired.2. Foot pumpsAdvantage another inhering exercising for the circulation and to forestall the opportunities of developing a DVT.Exercise Feet gesture is in three phasesKeep the heels on the floor and raise the forepart of the pess up every bit much as possible. Keep this place for 2 seconds.Put both pess flat on the floor.Keep the balls of the pess on the floor and raise the heels every bit high as possible. The three phases should be repeated for 30 seconds.3. Compaction stockingsAdvantage it assist in forestalling puffiness of the mortise joints due to drawn-out posing and the gravitation. It besides improves the blood return to the organic structure from the lower legs. The carrying must non be excessively tight or excessively lose. A good fitted carrying size is the most recommended.4. Keep traveling around the cabin on occasion.5. Sta y adequately hydrated and avoid surplus intoxicant and java.6. Keep the pess elevated by utilizing the leg rests at higher lift.( Sheehan j. , 2004 Pizar A. , 2009 Alvarez D. et Al, Your healthaaA Air Travel )Advices for Pneumonic System1. Peoples who are breathless at remainder should non go without O supply.2. Patients should transport preventative and alleviating inhalators in their manus baggage.3. COPD patients should make take a breathing exercisings every two hours the exercisings include pursed lips take a breathing. The exercisings represent of taking a deep breath from the olfactory organ keep it in for 2 seconds. Then purse your lips and take the breath out from your oral cavity easy.( Coker R, 2002 )

Moral Sainthood Essay

The concept of virtuous holy personhood quickly becomes a negative one, simply be fount no one can be perfect. When we hold high expectations for hoi polloi, they will unavoidably fail to meet these criteria for perfection. When this occurs, individuals who hold high expectations of their moral saint will experience a huge let down. Also, a mere onlooker may get the wrong idea, and value the immoral decisions that this person made, or at least view their mistake as acceptable behavior.One of the main arguments against moral sainthood is that there is a limit to how much morality we, as humans, can take. A true moral saint would carry through with their virtues to an excess. You would not be able to make a negative assessment to an immoral person, or a positive one to moral one. A true moral saint can not gain any skills, or glean any joy from non-moral counterbalancets, like winning a football game, or finishing a painting. The normal persons direct and specific desires for obj ects, activites, and events that conflict with the attainment of moral perfection atomic number 18 not simply sacrificed but removed, suppressed, or subsumed (Wolf 350). These would be pointless attempts at folly. Moral perfection is not and impossible, its not desirable socially.The qualities that a true moral saint would possess, if saints did exist, are qualities that are unattractive to society. A true moral saint cannot go through the normal social experiences we go through, like developing a sense of humor, or getting into an intimate relationship. A moral saint would not conform to any of the molds society creates. Given many of these molds may be inappropriate or immoral, there are some you can not overlook as necessary.Your overall characteristics as a person would suffer as well, seeing how the all-round(prenominal) qualities we all need would not be present. These moral saints can often cause tension among average citizens because of the uncomfortable feeling they may bring to the table. These people of perfection highlight the natural flaws we, as humans, all have. A small mistake soon becomes a huge ordeal, and these higher beings are in conclusion fashioning us feel inferior, instead of people we should be looking up to, and aspiring to be. Humans are not willing to condemn themselves, so this touch of being frowned upon is, well, frowned upon.When people develop into role models, they attain the admiration of former(a)s. Although media portrayal may transform these everyday people into super wedges, they are not. When we value other peoples morals and opinions instead of considering our own, we are being shallow. Although some may say we base our role models on our own morals, we have a certain expectation for role models that, as humans, they can not always fulfill. These people many hold as role models, are individuals we do not even know personally. Athletes and movie stars are people that we do not know on a personal level, so we dont even know if their behaviors are worth valuing. These heroes are being judged based on how the media portrays them. When we judge a person based on their media presence, we choose to view them only in the light, not the dark.As humans, we are often afflicted with an obsession of power. This obsession with power causes us to create heroes out of everyday people with average characteristics. When we put them on a pedastol and look up to them, this undue admiration is given out far too easily. These leaders we establish will eventually conform to the group theyre in charge of and act the way they think people want them to act. Expectations then soon lead to pressure, and this will cause the person to act differently. What people fail to realize is that there are ordinary individuals who are doing better things, achieving higher standards, and living their life more ethically and morally than those we call super heroes. People such as movie stars, sports stars, and the rich and famous person will, in our society, be more of a hero than the ordinary person, until they make a mistake.The process of becoming a moral saint simply does not work within our society. Social norms do not lend themselves easily to one seeking unattainable qualities of moral sainthood.

Caged Birds Without a Song

Written inwardly the nineteenth century, both Susan Glaspells Trifles and Henrik Ibsens A Dolls House, use symbolism within the turn of events to illustrate how different the roles were between men and women during this cartridge clip. Reputation and public appearance were viewed as constitutional forms of value within nineteenth century conjugations, as though they were solely the backbone of the marriages success. Women were viewed as subordinates, mere extensions of their husbands, creating a strong piece of male dominance that echoes equ on the wholey throughout both plays.Incidentally, in direct correlation to their false presumptions and patronizing mannerisms toward women, in the end, the men argon ultimately obligated for their own fall. In Trifles, the concerns of women are considered to be mere trifles, footling or of any value to society, which men are ultimately controlling. The play opens at the Wrights menage a day after Minnie Wright either did or did not kille d her husband. The sheriff, Mr. Peters and his wife, the county attorney, and Mr. Hale with his wife live arrived at Wrights the home to find evidence proving Minnies transgressiony conscience or innocence, while shes being held in prison for the murder.Then men repeatedly comment on the unkempt conditions of the Wrights home, particularly the kitchen, implying Mrs. Wright must have been unstable because a home is such disarray is outside their perception what a womens role entails. Its during this scene Mrs. Peters calls attention to the exploded jars of harvest-time bear on, understanding the hard work involved in canning preserves, and Mrs. Wrights concern that the cold weather would cause her jars of fruit to freeze and burst. She worried about that when it dour so cold. She said the fired go out and her jars would break (Glaspell 322).The Sheriffs response is, Well can you beat the women Held for murder and worryin about her preserves (Glaspell 322). The men view her conc ern as diminutive and unimportant in comparison to the trouble Mrs. Wright is facing. In A Dolls House, Nora, the protagonist, akin close to other women during this time, was considered property of her husband, Torvald. Women were not allowed to own any type of property or borrow money without the co-signature of a man. Noras role as a charwoman was to take care of the children and make sure constantlyything was perfect within the household.Torvald treats Nora like a small silly girl and believes his wife only focuses on trivial matters. He views her as his prize and at no point does he collide with her as an individual to be considered equal in their marriage. He perpetually coddles her and implies she is a secondary element within their marriage. He calls her his squirrel and little lark in a seemingly affectionate manner, yet the implications of these pet names are somewhat derogatory and imply her abilities are simply to scamper about carefree.He lectures Nora on how to spend their money wisely because to him she does not possess an complex understanding of business principles. In the weeks leading to Christmas, Nora spent her evenings alone working. Torvald assumes that his wife is using the time spent during these busy nights making trivial family Christmas ornaments and other holidays treats. In reality, Nora is working on side jobs she has acquired for money to repay a loan she illegally acquired during a time Torvald was critically ill.She spends eight years of his or her marriage unitedly trying to keep this scandal secret and repay the loan entirely before anyone had the chance to find out. She knowingly plays into Torvalds patronizing mannerisms because she knows that he is more concerned with how their marriage looks in public than actually understanding the implications of her actions. Viewing the women as extensions of themselves, in Trifles the men express no desire to see the world through Minnie Wrights or the other two womens point of view. At first, both Mrs.Peters and Mrs. Hale seemed apprehensive about Minnies guilt and which side of the law to be on. It is only after Mr. Hales comment, Well, women are used to worrying over trifles, that you feel the women start to draw together in unity. (Glaspell 322). His words imply that women are lacking the common sense and mental focus to pay attention to the important things at the same time suggesting that the men should expect such a character flaw as status quo because they are only women and therefore deal everyday in small, unimportant details.The men venture off in search of evidence proving the guilt of Minnie Wright while the two women are left alone in the kitchen to gather some of the personal items she has requested. As the two women engage in conversation, they begin to reminisce about the woman who they once referred to as friend. A short time into this designate they discovering an empty, damaged birdcage. Unsure of the cages purpose the women begin hypothesizing why it would be in the Wrights home. During their discussion Mrs.Hale states, Shecome to think of it, she was kind of like a bird herselfreal sweet and pretty, but kind of timid and fluttery. Howshedidchange (Glaspell 328). Upon further investigation the women find the bird, a canary, wrapped in a piece of silk tucked away in Minnies sewing box it was dead, someone had wrung its neck. Again thinking of Minnie, Mrs. Hale states, No, Wright wouldnt like the birda thing that sang. She used to sing. He killed that, too (Glaspell 329).Of course, the canary is what ultimately proves Minnie Wrights guilt, but because the women are able to acknowledge what makes this discovery so significant, they empathize with Minnie, and without ever voicing their decision to do so, they never tell the men. The concept that women are viewed as an extension of their husbands is also seen in A Dolls House, when Torvald learns of Noras deception and illegal loan. He says to her, Oh, what an aw ful awakening In all these eight yearsshe who was my pride and joya hypocrite, a liarworsened, worsea criminalHow infinitely disgusting it all is The shame I should have suspected something of the kind. I should have known. all your fathers flimsy values have come out in you. No religion, no morals, no sense of dutyOh, how Im punished for permit him off I did it for your sake, and you repay me like this (Ibsen 245). Torvald continues this rant as he attempts to sort out what actions he should take next, This thing has got to be hushed up at any cost. And as for you and me, its got to seem like everything between us is just as it wasto the outside world, that is.Youll go right on sprightliness in this house, of course. But you cant be allowed to bring up the children I dont dare trust you with them from now on felicity doesnt matter all that matters is saving the bits and pieces, the appearance (Ibsen 246). He is so consumed with himself and how the implications of Noras actions a ffect him that he is completely blind to the fact she now understands how he truly views her, incapable. It is this defining moment in which Nora boldly states, When your big fright was overand it wasnt from any threat against me, only for what might damage ouwhen all the danger was past, for you it just as if nothing had happened. I was exactly the same, your little lark, your doll, that youd have to handle with double care now that Im turned out so brittle and frail. Torvaldin an instant it dawned on me that for eight years Ive been living here with a stranger, and that Id even conceived three childrenoh, I cant stand the thought of it I could tear myself to bits (Ibsen 252). Nora then decides she will no longer carry on this martial masquerade and leaves Torvald for good.As stated above, in both Susan Glaspells Trifles and Henrik Ibsens A Dolls House, the men are ultimately accountable for their own fall in the end. The men maintain their view of women being subordinates and the y are often dismissive regarding anything involving even the general realm of women. Each play uses symbolism within the context to illustrate just how different the roles of men and women were during this time and how reputation and public appearance were viewed as intrinsic forms of value within nineteenth century marriages.

Experiential Marketing Essay

Development of Marketing Trends It is accepted that both the concept and function of marketing have changed and cargo area changing (McCole, 2004 2).Adams (2011) reminds the use of the concept of live marketing, which many year ago was used to describe anything where people where a just little more than(prenominal) creative than not doing marketing at all. Nowadays, using creative techniques seems to have become almost commonplace (Ibid). Further on, more and more consumers began to perceive marketing trough a wide spectrum of different marketing communication channels (Smilansky, 2009 1). Traditional channels include advertising, direct mail, packaging and sales promotion (Ibid).These drive to attract consumers attention by mainly focusing on the importance to the product/service functional features (Schmitt, 1999 17). Sponsorships, digital marketing and public relations (PR) were introduced subsequently (Ibid). After that, the integration of these communication channels which traditionally have been used independently, in order to create a synergetic effect and convey a consistent message to the target audience, promoted the development of a new concept called integrated marketing communication (IMC) (De Pelsmacker et al. , 2010 17). Nevertheless as marketing techniques consumers themselves have withal evolved.Been so often subjected to a variety of media channels and marketing methods was already starting to turn them against the use of marketing, making them even more disinterested (Adams, 2011). What this enkindle was the rise to the trends of guerrilla marketing techniques, live stunts and a variety of other marketing communication channels (Ibid). The fact is that these are also becoming more and more common place and marketing is then getting closer and closer to a point of being used in an acceptable instruction for the customers, which in turn are becoming much more difficult to target (Adams, 2011 Smilansky, 2009 8).

Eymp 1

EYMP 1 Context and Principles for Early Years Provision 1. 1 relieve the sub judice status and principles of the relevant early twelvemonths frame ciphers and how national and local guidance materials ar applyd in settings. Children deserve and make the vanquish executable start in their lives in order for them to fulfil their full potential in their accomplishment and ontogeny (Terry, 2009). A happy, healthy and promoteive childhood willing help children to achieve the crush that they possibly base (Smeyers and Wring, 2007).In 2003 the Laming Report was written following a very serious case of child ab theatrical role involving a girl c all tolded Victoria Climbie who was naturally abused by her striking aunt and a nonher adult male. The abuse was so bad, a doctor involved in Victorias post mortem stated that there really is not some(prenominal)where that is spargond there is scarring all over the body. The report hence goes on to develop how the local authoriti es involved in the vexation of this fresh girl were to blame for her death, as there was evidence of deliberate harm and nothing was done. alike(p) essay Approaches to Promoting Well macrocosmness and ResilienceThe local social services department dealing with her case closed it on the day that she died. Following the Laming Report the government atomic number 19 paper was written in 2003 Every Child Matters (ECM). The aims of this were to reduce the occurrences of education failure, ill health, abuse and neglect, teenage pregnancy, substance misuse and crime and anti-social behaviour among children and childlike pot. It withal gave children a voice and allowed them to decide what they want by creating the five outcomes, which argon * Being healthy Staying reliable * Enjoying and achieving * Making a positively charged theatrical role * Economic well-being The Children Act 2004 enabled the Every Child Matters to be established and was written next in order to give the leg islative spine on which the reform of childrens services is based. It aims to im essay and integrate childrens services, promote early intervention, pass on unshakable leadership and bring together polar professionals in multi-disciplinary teams in order achieve positive outcomes for children and young hatful and their families. (Surrey County Council, 2004) Next came the Child disquiet Act 2006 which gave a new role to local authorities in the im come outment of the Every Child Matters outcomes, providing child c be for on the job(p) enkindles and providing p bental information services (DoE, 2012). This act also introduced the inspection of child care premises and the registration of child care workers as a essential (OFSTED, 2012). This was then, when the implementation of the EYFS came into bunk.The Early Years posterior Stage was brought in to achieve the five ECM outcomes and it did this by * Setting the standards for nobbleing and care received in child care setti ngs * Providing for equality of opportunity and ensuring that all practice is anti-discriminatory and all children are include in activities despite culture, race, morality and gender * Working in partnership with parents and also of importtaining multi-agency obtainning(a) to check into the outgo possible education and care for children * Improving quality and union to pee all child care settings a universal set of standards that essential be followed and also adult the justly to adopt all settings inspected * Laying a proficient tail end for all(prenominal) childs future information and instruction to be planned well-nigh the childs individualistic needs and interests (DfCSF, 2008)There are six areas that are covered by the EYFS and they mustiness all be taken in to account as they are very mark in each(prenominal) childs development. These areas are * Personal, social and mad development * Communication, language and literacy * Problem-solving, reasoning and numeracy * Knowledge and consciousness of the world * Physical development * Creative development (Meggitt et al, 2011) The 4 themes of the EYFS highlight how we shag help children to develop and name and enjoy their childhood, these are * A unique child- this directing ats at all children being competent learners and having their own unique ways in which they like to learn and look. Children should be promoted to be esilient, capable, confident and self-assured in order to be competent learners from birth. * Child developing- babies and children are all several(predicate) and therefore have diverse ways in which they learn best. Children also learn at different rates and both(prenominal) need extra support. This looks at all areas of development including social, emotional, physical, cognitive and spiritual. * Inclusive practice- this is very all important(p) to allow children to notice that the diversity of their families and communities is regard and that no children are discriminated against. * Keeping Safe- the vulner competency of young children need to be protected to enable them to develop resilience.This piece of ass be done by the adults that care for them protecting their physical and psychological well-being. * Health and wellbeing- a childs health is a fundamental part of their social, emotional, environmental and spiritual well-being. All of these areas add together to and highlight the aims and the role that EYFS plays in the development and training of all children in early long time settings. As child care professionals we must use all of the resources in spite of appearance the EYFS in our daily practice, including using it when homework, when observing children and linking what we see to positions of the EYFS, to develop policies and procedures within our setting, to update our childcare practice and to reflect on our current practice. 1. Explain how different approaches to work with children in the early years hav e influenced current provision in the UK. In the gone there have been people that have had theories that rival to child development and acquirement of children in childcare settings these people are discernn as educational pioneers and are well respected as their theories have changed childcare for the better (Meggitt et al, 2011). Friedrich Froebel(1782-1852), the great German educator, is famous pre-eminently for his radical insight that the first instruction experiences of the very young are of crucial splendor in influencing not only their later educational achievements but also the health and development of society as a whole (Weston, 1998).Friedrich Froebel had the idea that children learn best with play and by having real experiences and from these theories he was the founder of the first ever kindergarten in 1840 (Meggitt et al, 2011). Following the theory that children learn best through with(predicate) play, Frobel introduced toys that he called, Froebel Gifts or g aben which included balls, wooden blocks, rings, tiles and sticks which were all the key elements of Froebels kindergarten (Watson, 2002). Froebels ideas are very similar to those that construct the EYFS that all childcare providers use today. Here is a table wake a summary of his ideas and how they are similar to and link with the EYFS Froebel EYFS Schools should be closely involved with parents and that they should be welcome to amount of money their children in their learning and development. Creating the framework for partnership working mingled with parents and professionals, andbetween all the settings that the child attends constituent 1- Introduction- Purpose and Aims of the EYFS 1. 2 (p. 7) ordained Relationships describes how children learn to be strong and independent from aBase of loving and secure kins with parents and/or a key person. The commitmentsare poreed around respect partnership with parents backup learning and the role of theKey person. particle 1- Intr oduction- A Principled Approach 1. 11 (p. 9)Creating the Framework for Partnership Working 1. 16 (p. 10) Parents were the first educators for their children and that childcare providers working with parents will benefit the child greatly, because they know them better than anyone. The EYFS sets standards to enable early years providers to reflect the rich and personalisedExperience that many parents give their children at home. Like parents, providers should deliverindividualised learning, development and care that enhances the development of the children inTheir care and gives those children the best possible start in life. Section 1- Introduction- Setting the Standards 1. 13 (p. 9)Close working between early years practitioners and parents is vital for the identification ofChildrens learning needs and to ensure a quick response to any area of particular difficulty. Parentsand families are central to a childs well-being and practitioners should support this importantRelationship b y sharing information and offering support for extending learning in the home. Section 1- Introduction- Creating the Framework for Partnership Working 1. 16 (p. 10) Children needful to have some time indoors and outdoors to enable them to have experiences with movement, games and the study of nature outdoors. The physical development of babies and young children must be encouraged through theprovision of opportunities for them to be active and interactive and to improve their skills ofCoordination, control, manipulation and movement. Section 2- The education and Development Requirements- Physical Development 2. 15 (p. 15)Children must be supported in create the experience, skills and perceiveing thatHelp them to make sense of the world.Their learning must be supported through offeringopportunities for them to use a range of tools safely encounter creatures, people, plants andobjects in their indispensable environments and in real-life situations undertake practical experiment sAnd work with a range of materials. Section 2- The Learning and Development Requirements- Knowledge and perceptiveness of the World 2. 13 (p. 14) The introduction of figure play, singing and rhymes into education. The encouragement of humanistic discipline and crafts, including literature along with a mathematical perceptiveness. Singing songs, moving and dancing. Childrens creativity must be extended by the provision of support for their curiosity, exploration and play.They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a potpourri of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology. Section 2- The Learning and Development Requirements- Creative Development 2. 17 (p. 15) Children should have the freedom to move around and have healthy sensible food to eat. The physical development of babies and young children must be encouraged through theprovision of opportunities for them to be active and interactive and to improve their skills ofCoordination, control, manipulation and movement. They must be supported in using all of their senses to learn about the world around them and to make connections between new information and what they already know.They must be supported in developing an disposition of the enormousness of physical activity and making healthy choices in relation to food. Section 2- The Learning and Development Requirements- Physical Development 2. 15 (p. 15)Where children are provided with meals, snacks and drinks, these must be healthy, balanced andNutritious. Section 3- The wellbeing Requirements- Safeguarding and Promoting Childrens Welfare (p. 27) The use of symbolic behaviour within a childs play. Imaginative play was also important and children should pretend and imagine things to show their highest level of learning. Explores different media and responds to a variety of sensory experiences. Engages inrepresen tational play. Appendix 1- Creative Development (p. 8)Childrens creativity must be extended by the provision of support for their curiosity, explorationand play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative androle-play activities, mathematics, and design and technology. Section 2- The Learning and Development Requirements- Creative Development 2. 17 (p. 15) The use of activities such as perplexling with clay, drawing and making collages were useful in imaginative play. Expresses feelings and preferences in response to ar dickensrk, drama and music and makes somecomparisons and links between different pieces.Responds to own work and that of otherswhen exploring and communicating ideas, feelings and preferences through art, music, dance, role-play and imaginative play. Appendix 1- Creative Development (p. 48) boost of playing with toys, such as wooden bloc ks, balls, etc. Finds out about and identifies the uses of anyday technology and uses information andcommunication technology and programmable toys to support her/his learning. Appendix 1- Knowledge and Understanding of the World (p. 47)Experiments with a range of objects and materials showing some mathematical awareness. Appendix 1- Problem Solving, Reasoning and Numeracy- Shape, Space and Measures (p. 47) Children should be allowed to play freely (free-flow play). on-going observational judging to inform planning for each childs continuing developmentthrough play-based activities. Section 1- Introduction- Laying a Secure Foundation for Future Learning 1. 18 (p. 10) (Meggitt et al, 2011) (DfCSF, 2008) female horse Montessori (1870-1952) was an Italian doctor who began her work with children with learning difficulties (Montessori, 2004). She was much to a greater extent focussed on learning through being taught in a structured way, rather than the theory previously discussed of Froebels, learning through play (Meggitt et al, 2011). During her studies she found that Froebels theory was based more along the philosophical view, rather than the scientific conniption of a childs learning and development (Montessori and Gutek, 2004).She came to the conclusion that children were active learners and that they passed through sensitive periods of development whilst being particularly responsive to certain areas of learning (Kramer, 1976). Montessoris theories link with the EYFS because her methods provide an enabling environment for supporting the learning through the commitment of children within the care of the facility. Here is a table showing a summary of Maria Montessoris ideas and how they link to the EYFS * Structured teaching programme based on observing children with learning difficulties. * Challenging the difficulties by giving the child a task that they are unable to do, in the hope that they finish off learn to do it- relates to EYFS Card 4. hunt low-spirited and exploration * The use of informative materials to encourage children to use their hands. * Working alone rather than with parents, teachers, carers- this encouraged children to turn independent learners. * Polarisation of the attention is where the child is completely silent and focussed on what they are doing- relates to EYFS Card 4. 3- Creativity and critical entailing * Children should learn as part of a graded learning sequence and not through play. Play was allowed once children had completely their learning. * Children are active learners and should learn through role play, working with others, etc. relates to EYFS Card 4. 2- Active learning (Meggitt et al, 2011)Margaret McMillan used ideas similar to both Froebel and Montessori. She began looking at manual manual dexterity exercises, similar to those used by Montessori. But as she continued her work, she used more and more of Froebels ideas, so they were much more relative to the EYFS. Here is a table of her ideas and how they relate to the EYFS McMillan EYFS First-hand experience and active learning are important. Relationships, ideas and feelings are just as important as physical aspects such as moving and learning. Children learn best when they are healthy, safe and secure, when their individual needs areMet and when they have positive relationships with the adults caring for them.The social welfarerequirements are designed to support providers in creating settings which are welcoming,safe and stimulating, and where children are able to enjoy learning through play, to grow inConfidence and to fulfil their potential. Section 3- The Welfare Requirements- Overview of the welfare requirements (p19)Positive Relationships describes how children learn to be strong and independent from aBase of loving and secure relationships with parents and/or a key person. The commitmentsare focused around respect partnership with parents supporting learning and the role of theKey person. Section 1- Introduction- A Principled approach (p. 9) Children become whole people through play and play helps them to apply their knowledge and understanding to life. On-going observational assessment to inform planning for each childs continuing development through play-based activities. Section 1- Introduction- Laying a secure foundation for future learning (p. 10)None of these areas of Learning and Development put up be delivered in isolation from the others. They are equally important and depend on each other to support a rounded approach to child development. All the areas must be delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities. Section 2- The Learning and Development Requirements- Overview of the learning and development requirements (p. 11)Childrens creativity must be extended by the provision of support for their curiosity, exploration and play.They must be provided with opportunities to explore and share their thoughts, idea s and feelings, for example, through a variety of art, music, movement, dance, imaginative andRole-play activities, mathematics, and design and technology. Section 2- The Learning and Development Requirements- Creative Development (p. 15) Close partnership with parents is important and parents should be encouraged to develop alongside their children. Creating the framework for partnership working between parents and professionals, and between all the settings that the child attends. Section 1- Introduction- Purpose and aims of the Early Years Foundation Stage 1. 2 (p. )Positive Relationships describes how children learn to be strong and independent from aBase of loving and secure relationships with parents and/or a key person. The commitmentsare focused around respect partnership with parents supporting learning and the role of theKey person. Section 1- Introduction- Purpose and aims of the Early Years Foundation Stage 1. 11(p. 9) Nursery schools should be an extension of the home environment and should be welcoming to both parents and children. They should enable children to experience fresh air, trees, rock gardens, vegetables, herbs, fruit trees, sandpits, flowers, lawns and the wilderness. qualified premises, environment and equipmentOutdoor and indoor spaces, furniture, equipment and toys must be safe and suitable for their purpose. Section 3- The Welfare Requirements- the general welfare requirements (p. 20)Wherever possible, there should be access to an outdoor play area, and this is the expectedNorm for providers. In provision where outdoor play space fagnot be provided, outings should be planned and taken on a daily floor (unless circumstances make this inappropriate, for example unsafe weather conditions). Suitable premises, environment and equipment (p. 35) Children bungholenot learn if they are undernourished, unwell with health problems or poorly looked after. Children learn best when they are healthy, safe and secure, when their individual needs areMet and when they have positive relationships with the adults caring for them.The welfarerequirements are designed to support providers in creating settings which are welcoming,safe and stimulating, and where children are able to enjoy learning through play, to grow inConfidence and to fulfil their potential. Section 3- The Welfare Requirements- Overview of the welfare requirements (p. 19) These different theorists have contributed massively to the ways that our government produces their legislation in order to maintain a safe, healthy and educational environment for children to be cared for (Taylor and Field, 2003). 1. 3 Explain why early years frameworks emphasise a personal and individual approach to learning and development Valuing childrens individuality, ideas and feelings is an important aspect of developing a personal and individual approach to learning and development (Meggitt et al, 2011).What we do for the children in our care must be child centred and the child is key in all decisions made about their care and education (Sinclair, 2006). All children are different and the EYFS talks about a unique child which highlights this point. It recognises that every child is a competent learner right from birth and that they can be resilient, confident, capable and self-assured (DfCSF, 2008). There are different categories of needs that a child whitethorn have, which are * Universal needs- these are fundamental to all children as they are their basic needs including food, drink and shelter. If these are not being met a child will struggle to meet any urther needs, such as education (Super and Harkness, 1986). * Psychological needs- these include love, affection, stable relationships and friendships, intellectual stimulation and independence (Meggitt et al, 2011). These are vital to children as they maintain a childs quality of life be making them feel self-worthy and loved (Harter, Waters and Whitesell, 2008). * developmental needs- these are what the child needs in order to develop further educationally (Shelton, 1987). It can be difficult to meet the developmental needs of all children in our care, as they may be at different stages of development therefore it is best to work as a group but to focus individually on each child (Eccles, 1999).The childs age, intellectual abilities, emotional development, social skills, experiences, physical abilities and relationships must all be key aspects when working with children to assist with their specific developmental needs (Meggitt et al, 2011). The EYFS states that Children are competent learners from birth and develop and learn in a wide variety of ways. All practitioners should, therefore, look carefully at the children in their care, consider their needs, their interests, and their stages of development and use all of this information to help plan a challenging and enjoyable experience crossways all the areas of Learning and Development. (DfCSF, 2008)When working with child ren using the EYFS, we value a childs individuality by considering their ability, personality feelings and ideas to enable us, as childcare workers, to provide an effective learning environment. We have to take into consideration that the rate in which children learn and develop can differ therefore we must adjust our approaches to each individual childs abilities. We must recognise and meet each childs needs considering their age, physical maturity, intellectual ability, emotional development, social skills, past experiences and relationships with others. In order to meet the childs individual needs, we must observe children in play to establish their current ability. 3. Explain the partnership model of working with carers The parent is a deeply important person to the child, and the relationship between parent and child is always very emotional (Meggitt et al, 2011). As childcare providers we must develop relationships with children and babies in our care that are consistent, affe ctionate and warm and this must then be coherent with working in partnership with parents to provide the best quality care and education for these children (Sinclair and Grimshaw, 2006). It is important to remember that the relationships childcare providers have with the children in their care are very different to those that children have with their parents (Lamb, 1999).One of the main aims of the EYFS is to create the framework for partnership working between parents and childcare providers in order for us to identify and address the needs of the child (DfCSF, 2008). As childcare professionals we must remember that all families are different and therefore will have different needs and wants for themselves and their children (NCMA, 2009). Most parents will always want the best for their children but sometimes are not sure what is the best and may ask for guidance (Rosenbaum et al, 1998). The only experiences we have of family life are our own, therefore we must respect the values a nd methods that families have and understand that different parents bring up their children in different ways (David, 2003).Parents will a great deal be open to suggestions from childcare professionals if they seek some guidance but we must not force them to do as we say and must respect their wishes (Curtis and OHagen, 2005). Parents have the right to bring their children up as they please, although we may not agree with their methods (Forehand and Nousiainen, 1993). Here are some examples of different parenting methods * Permissive Parenting- the parents allow the child to do as they please. Childcare providers must have ground rules in place for children to maintain order and calm, but if the child has not been taught that they must abide by rules, this could prove very difficult for the childcare provider and other children. Authoritarian Parenting- the parents are very controlling of the behaviour of their children and children must do exactly as they say. This can be difficul t for childcare providers, especially if they are asked by the parents to continue rules that are in place in the family home that the childcare provider does not agree with. * Uninvolved Parenting- the parent is neglectful of their child and allows them to be unkempt, dirty, hungry and not meet their basic needs. This is a safeguarding issue and the childcare provider must report this to the appropriate agencies. * Democratic Parenting- the parent sets clear boundaries for the child and shows them physical affection. This would be the way in which many of us will conduct the care of children. (Robinson et al, 1995)A very important part of an effective relationship and partnership between childcare professional and parents is trust. Parents may have had previous experiences where they have been let down by somebody involved in the care of their child and therefore gained their trust is important to be able to communicate, in order to provide the best possible care and education of t he child (Meggitt et al, 2011). The partnership model of working with parents and carers is therefore a mix of all the above points- respect, trust, information gathering and sharing. We can promote this by talking to parents and discussing each childs day with parents and carers. 3. 2 Review barriers to participation for carers and explain ways in which they can be overcome.The partnership between parents and child care professionals is a viable and essential way to increase the developmental opportunities for children (Christianson, 2003). Weve talked about the importance of partnership with parents, but this can go wrong, as there are barriers to effective partnership working. Here are some examples of barriers and how they can be overcome * Parents can often feel guilty or sad about leaving their child and may feel like they are missing out on their child growing up. This may make them feel paranoid that others may judge them for leaving their child, especially if they leave the m to enable themselves to have a break and do something for themselves. It is important to make the parent understand that what they are doing is not wrong and nothing to feel guilty about.Focus on some of the positive aspects that the child will be having whilst in a childcare setting, for example, the experiences they will have and the friends they will make. Give the parents some sources of support that will be able to help them through this emotional time. (ways2work, 2010) * Culture and language can be a barrier as our society grows to be more and more multi-cultural we come across different people from other cultures, some that may not use English as their first language and may not speak any English at all. This can be overcome by using translating devices such as Google translate to communicate and also be used to translate written policies and procedures, which can be printed out and given to parents. The same can be done for newsletters, emails, letters, handover books, et c.This way, the partnership between the parent and childcare professional is not affected because the unfitness to communicate. (Joint Improvement Team, 2009) We must ensure that parents understand the legal requirements for our country and their rights and responsibilities. This may be different in their country and if it is not explained in the first instance, this could prove a difficult situation. * Different methods of parenting can cause barriers in partnership working as they may be clash with how the childcare provider cares for children in their setting. For example, a parent may use the permissive parenting method which can cause problems like the child not following rules and doing exactly what they want.If a parent uses the authoritative, this could cause problems because the parent may want the childcare provider to continue their rules from home, which they may not agree with. These can be overcome by ensuring that parents understand the ground rules, policies and proc edures before their child starts attending a setting. This way, difficulties can be overcome and the parents wishes are respected. A parent may use the uninvolved method of parenting, which could mean children dont understand boundaries that are set and they can become withdrawn from the rest of the children in the setting. This can be overcome by explaining to parents the importance of routines and consistency. Hubbs-tait et al, 2008) * Parents may become defensive if they are approached about something that is causing problems for their child. As childcare providers we must communicate with parents if we have any concerns about children to provide the best possible care and education. This can be overcome by being open, approachable and having a friendly attitude. (McClure, 2012) 3. 3 Explain strategies to support carers who may react positively or negatively to partnership opportunities. There are a number of different ways that childcare professionals can have good partnership w ith parents to enable parents to choose the one that suits them best (Meggitt et al, 2011).Here is a table showing some of the ways in which childcare professionals can work in partnership with parents and the positive and negative aspects of them Ways to work in partnership Positive Negative Learning Journeys- a continuous journeying through which children build on all the things they have already experienced and come across new and interesting challenges. Every childs learning journey takes a personal path based on their own individual interests, experiences and the computer program on offer (Hutchin, 2007). * Learning journeys with photos and comments are a great way to show carers all of things that their child has been doing as well as charting their emanation. * We might invite the parent to come into the setting to have a look at the learning journey or we may send it home. * Parents that are not so enthusiastic about their childs learning may not find this method very us eful, as they may not want to read through the learning journey. Parents that do not have plenteous time may not like this method either. Handover books- a book that goes home for parents to add to, then comes back to the setting for the childcare professionals to publish in. unremarkably just general information about the childs day is written in this book. * Parents and childcare professionals are communicating regularly about the progress of the child. * Any trends in the childs behaviour can be identified easily by just looking back through the book. If parents are in a hurry picking up or move off they may not always want to have a literal handover, therefore the handover book is much easier as the parent can read it later when they have more time. * Parents may not find it easy to write down things about the child- may not know what to write. * Parents may not have time to write down things and a quick chat when dropping off or picking up may be quicker and easier. Ve rbal handover- when parents or carers drop off or collect the child they may just want to verbally handover how the child has been or if there is anything that the childcare professional may need to know. * Quick chat is beneficial for parents that have minuscule time before and after work. Parents may find it easier just to have a chat rather than writing information. * Builds trust and friendship between parents and childcare professionals. * Things are not documented therefore there is no proof that something has been said if you may need it for any problems that could possibly occur. * information may not be understood by either party. Newsletter- a letter containing information about subject fields that are being covered within the setting, any special activities or trips coming up, holidays, new children starting and just general information that parents may need to know. * Fun and informal way of communicating important information. * Parents may think it is information that is not important and may not read it. Partnership with parents can be effective but there may be occasion where it can be particularly challenging. As a childcare professional it is important to remain positive about the situation and not give up. Information must be shared with parents by whatever means necessary, whether they reciprocate or not. 3. 4 Explain how effective multi-agency working operates within early years provision and benefits children and carers. When working in a caring profession we have a responsibility and a duty of care to the people we are looking after. This means that we must care for them to the best of our ability (Rostgaard and Fridberg, 1998).In order to care for children effectively we must aim to meet all of their needs. As a childcare professional we may not have the knowledge to meet each individual need of the child as it may well be out of our expertise. This is when we must call upon another professional and work together with them to hel p the child (Sloper, 2004). For multi-agency working to be effective, good communication skills are needed by all professionals involved (Easen, Atkins and Dyson, 2006). The information shared must be relevant and only shared on a need to know basis to protect the confidentiality of children and their families (Richardson and Asthana, 2005).Childcare professionals must gain consent from parents regarding the information sharing between other professionals, unless there is a possibility of a child protection issue, then this can be overruled. When sharing information with other professionals we must be organised and professional so that we are able to give, receive and record undefiled information to ensure that the childs care is not compromised by poor information sharing (Watson, Townsley and Abbott, 2002). Multi-agency working and partnership with parents are the key factors in good quality care for children. However, partnership with parents can sometimes be difficult but as ch ildcare professionals we must remain positive and not give up as the important thing is to ensure information is given to parents or other professionals by whatever means necessary.Eymp 1EYMP 1 1. 1 Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a childs experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.The Early Years Foundation Stage framework sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure childrens school readiness and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. The guidance materials are used to ensure settings provide quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly partnership working between practitioners and with parents and/or carers equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS framework specifies requirements for learning and development and for safeguarding children and promoting their welfare. . 2 Here is a list of different approaches Reggio Emilia Montessori parking lot core Reggio Emilia The Reggio Approach gets it name from its place of origin, Reggio Emilia, a city located in Emilia Romagna in Northern Italy. afterwards the Second World War, Loris Malaguzzi, a young teacher and the founder of this unique system, joined teams with the parents of this region to provide child care for young children. Over the withstand 50 years, this education system has developed into a unique program that has caught the attention of early childhood educators worldwide.Of special interest is the emphasis on childrens symbolic languages in the context of a project-oriented course of instruction. The Reggio Emilia approach is made possible through a carefully articulated and collaborated approach to the care and education of young children. Here are the key points of the Reggio Emilia Community support and parental involvement Administrative policies and organisational features Teachers as learners The role of the environment Long-term projects as vehicles for learning The hundred languages of children Community support and parental involvementTraditions of community support for families with young children comes fr om Italys cultural view of children as the collective responsibilities of the state. The parents role is the same as the communitys, at both school wide and the classroom level. Parents have to take part in discussions about school policy, child development concerns and curriculum planning and evaluation. Because most parents are employed meetings are held in the evenings so that all who want to take part can do so. Administrative policies and organisational featuresA breaker point administrator reports directly to the town council, who works with a group of curriculum team leaders, each of them coordinates the efforts of teachers from 5 or 6 centres. Each of these centres is staffed by two teacher per classroom, in which there is 12 children in infant classes, 18 in toddlers classes and 24 in pre-primary classes, one teacher trained in arts who works with classroom teachers in curriculum development and documentation and several auxiliary staff. There is no principle, and there is not a hierarchical relationship between teachers.This staffing plan along side with the policy of keeping the same group o children and teachers together for the 3 year period, facilitates the sense of community that characterises relationships between children and adults. Teachers as learners The teacher is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to facilitate the childs learning by planning activities and lessons based on the childs interests, asking questions to further understanding, and actively engaging in the activities alongside the child, instead of sitting back and observing the child learning.Teachers long-term commitment to enhancing their understanding of children is at the root of the Reggio Emilia approach. Their resistance to the American use of the term model to describe their program reflects the continuing evolution of their ideas and practices. They compensate for the meager preservice training of Italian early childhood teachers by providing extensive staff development opportunities, with goals determined by the teachers themselves. Teacher autonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests.The lack of externally imposed mandates is joined by the imperative that teachers become skilled observers of children in order to inform their curriculum planning and implementation. When working on projects with the child, the teacher can also expand the childs learning by collecting data such as photographs, notes, videos, and conversations that can be reviewed at a later time. The role of the environment The organization of the physical environment is crucial to Reggio Emilias early childhood program, and is often referred to as the childs third teacher.Major aims in the planning of new spaces and the remodeling of old ones include the integration of each classroom with the rest of the school, and the school with the surrounding community . The importance of the environment lies in the belief that children can best create meaning and make sense of their world through environments which support complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas. The pre-schools tend to be filled with indoor plants and vines, and awash with natural light.Classrooms open to a central piazza, kitchens are open to view and access to the surrounding community is assured through wall sized windows, courtyards, and doors to the outside in each classroom. Long-term projects as vehicles for learning The curriculum is characterized by many features advocated by contemporary research on young children, including real-life problem-solving among peers, with numerous opportunities for creative thinking and exploration. Teachers often work on projects with small groups of children, while the rest of the class engages in a wide variety of self-selected activitie s typical of preschool classrooms.The projects that teachers and children engage in are different in a number of ways from those that characterize American teachers conceptions of unit or thematic studies. The topic of investigation may derive directly from teacher observations of childrens spontaneous play and exploration. Project topics are also selected on the basis of an academic curiosity or social concern on the part of teachers or parents, or serendipitous events that direct the attention of the children and teachers. Reggio teachers place a high value on their ability to improvise and respond to childrens predisposition to enjoy the unexpected.Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke childrens creative thinking and problem-solving and are open to different avenues of exploration. Because curriculum decisions are based on developmental and sociocultural concerns, small groups of childre n of varying abilities and interests, including those with special needs, work together on projects. Projects begin with teachers observing and questioning children about the topic of interest.Based on childrens responses, teachers introduce materials, questions, and opportunities that provoke children to further explore the topic. While some of these teacher provocations are anticipated, projects often move in unanticipated directions as a result of problems children identify. Therefore, curriculum planning and implementation revolve around open-ended and often long-term projects that are based on the reciprocal nature of teacher-directed and child-initiated activity. All of the topics of interest are given by the children.Within the project approach, children are given opportunities to make connections between prior and new knowledge while engaging in authentic tasks. The hundred languages of children As children proceed in an investigation, generating and testing their hypothese s, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a childs drawing or other form of representation lives up to the expressed intent.Revision of drawings and of ideas is encouraged, and teachers allow children to repeat activities and modify each others work in the collective aim of better understanding the topic. Teachers foster childrens involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange. (Source www. reggiokids. com and Children and Young Peoples Workforce, Meggitt, Kamen, Bruce, Grenier) Maria Montessori She began her work as a doctor in one of the poorest areas in Rome, in the beginning of the 1900s.She worked with children with learning difficulties. Sh e spend hours observing children. This is one of the strengths of her work. Her conclusion, which is now supported by modern research that children pass through sensitive periods of development when they are particularly receptive to particular areas of learning. She saw children as active learners, just like Piaget. Here is a summary of Montessoris ideas She put together a structured teaching programme, which she based on her observations of children with learning difficulties. The work of an educator called Seguin, was also used by Maria Montessori.He had given manual dexterity exercises to children with physical disabilities. He done this as he believed that if they could learn to use their hands, they would then be able to get a job later on in life She designed a set of didactic materials, as she called them, which encouraged children to use their hands. She stressed the importance that children should work alone. She thought that this would help them become independent learner s. For Montessori the highest point of a childs learning is what she like to call the polarisation of the attention.Montessori didnt see the point in play, didnt encourage childrens own ideas, until they had worked through all her graded learning sequence. Montessori has had more impact and influence on private schools than on the maintained sector of education. Common Core The Common Core of Skills and Knowledge for the childrens workforce often referred to as the Common Core sets out the basic skills and knowledge needed by people whose work (paid or voluntary) brings them into regular contact with children, young people and families. It supports integrated working by contributing to the use of a common language.The skills and knowledge included in the Common Core have been divided into six key areas Effective communication and encouragement with children, young people and families. Children and young people development. Safeguarding and promoting the welfare of the child. Suppo rting transitions Multi-agency working Sharing information It aims to promote quality, respect diversity and challenge stereotypes, helping to improve the life chances of all children and young people. Also providing more effective and integrated services. At the same time it cknowledges the rights of children and young people, and the role of parents, carers and families. (Source http//webarchive. nationalarchives. gov. uk and Children and Young Peoples Workforce, Meggitt, Kamen, Bruce, Grenier) 1. 3 Early years frameworks emphasise a personal and individual approach to learning and development because valuing childrens individuality, ideas and feelings is an important aspect in developing. It is necessary to meet the universal needs of all children, these are physical and biologic needs such as food, drink, and shelter which are essential to survival.There is also psychological needs such as love, affection, secure and stable relationships, friendships intellectual stimulation, a nd independence. These are essential to maintain the individuals quality of life. A childs needs vary from child to child as each child is an individual and not any two are the same. It can be difficult to meet the needs of children in child care settings when they are grouped together agree to age. Some children will have developmental needs which are in line with the expected norm for their chronological age, whereas others will have needs which are characteristic of much older or younger children.Once recognised, the childs needs can then be met. When doing this it is important to consider each childs age, physical maturity, intellectual abilities, emotional development, social skills, past experiences and relationships. 3. 2 Here is a list of barriers to participation for parents and carers Concerns about welfare, development and learning of a child Parents fitting angry or upset Parents and carers with other priorities Parents and carers having prejudicial attitudes Differenc es in rules and expectationsThis can be overcome by talking to the parent or carer in a way that shows concern for the child, and not criticising the parent or carer. The conversation can also be held in a private and confidential space, with a clear focus on the childs best interests. This can be overcome by staying calm and talking calmly offering some where private to talk. 3. 3 As carers are individuals there is no one way to have a partnership with parents/carers, there needs to be a whole range of ways for parents to access partnerships in order for them to find the one that is most suitable for them.These may include diaries to communicate between home and the setting, meetings within in the setting, workshops run by the setting, open days and parents evenings. 3. 4. Multi agency working helps the different services and professionals to join together to prevent problems occurring in the first place. This means that practitioners can work with parents and carers to help them a ccess and organise the different services and provisions that may be helpful to them.