Analysis Of James Joyce s Araby - 1336 Words

The Grand Epiphanies â€Å"Gazing into the darkness I saw myself as a creature driven and derided by vanity; and my eyes burned with anguish and anger.† Araby is a short story centering on an Irish adolescence boy emerging from boyhood fanaticizing into the harsh realities of everyday life in his country. It undergoes through the phases of self-discovery through a coming of age. It takes place in Dublin in 1894 when it was under British rule. The boy in the story is strongly correlated with the author James Joyce. Young Goodman Brown was another story in which the ending results on a grand epiphany. It was written by Nathaniel Hawthorne, taking place in Salem during the era of the Witch trials, who was born and raised in Salem, Massachusetts and had a major impact on the stories that he establishes in Young Goodman Brown. Young Goodman Brown was a story set in the 17th century in Salem in which 20 innocent men and women were accused and executed on the notion they were involve d in witchcraft, it is based on a village of Puritans. It bases the root of the story of the temptations of the devil and corruption of the good to evil by entering a forest which represents evilness and the corruption of a good man’s intentions. Between the two short stories, Araby and Young Goodman Brown, the endings consist of grand epiphanies. With every great epiphany that takes place a lesson is learned, people are drawn into another state of mind, and then they are changed either for better orShow MoreRelatedAnalysis Of James Joyce s Araby846 Words   |  4 Pagesup so high. In James Joyce’s short story â€Å"Araby† he uses the voice of a young boy as a narrator and describes his childhood growing up in Dublin. Joyce concentrates on description of character’s feeling rather than on plot to reveal the ironies inherent in self-deception. The story focuses on the disappointment, and enlightenment of the young boy and the gap between ideality and rea lity which I believe it is a retrospective of Joyce’s look back at life. On the simplest level, â€Å"Araby† is a story aboutRead MoreAnalysis Of James Joyce s Araby 945 Words   |  4 PagesJames Joyce portrays fanciful mental images from a young boy’s perspective, through his story of Araby. A young boy has a friend name Mangan that lives across the street in which he began to watch Mangan’s sister through the windows and he starts to develop feelings for her that lead him to go to the Araby Bazaar. These feelings start to give the young boy assumptions about Mangan’s sister from the way she makes him feel leading to having these idealized characteristics about her. The emotions makeRead MoreAnalysis Of James Joyce s Araby 1437 Words   |  6 Pagesthat is nowadays recognized as the modernism which argues that life’s existence is subjective, people are not rational in thinking reality is built through personal experience. One of these writers was James Joyce, who was from a lower middle class in Dublin, Ireland. In his little story â€Å"Araby† Joyce shows us that at the time period that reality is built through personal experiences because life is what we make of it. He goes along to argue that how life is perceived is viewed differently throughRead MoreAnalysis Of James Joyce s Araby955 Words   |  4 PagesIn James Joyce’s â€Å"Araby† a nameless boy who is infatuated with the sister of his friend, Mangan reveals his vain wishes and expectations as he tries to impress her buy purchasing a romantic gift. The unbearable crush that he has, lures him on a journey to a Dublin bazaar called Araby, to purchase the gift, but encounters obstacles that later on gives him a change of heart. Instead of realizing that he does not need gifts to express his love for her, he gives up instead. As optimistic as he was aboutRead MoreAnalysis Of James Joyce s Araby 1246 Words   |  5 Pages16 October 2014 Araby – James Joyce – Critical Analysis - Revision The visual and emblematic details established throughout the story are highly concentrated, with Araby culminating, largely, in the epiphany of the young unnamed narrator. To Joyce, an epiphany occurs at the instant when the spirit and essence of a character is revealed, when all the forces that endure and influence his life converge, and when we can, in that moment, comprehend and appreciate him. As follows, Araby is a story of anRead MoreAnalysis Of James Joyce s Araby 994 Words   |  4 PagesIn the short story Araby, James Joyce provides the audience with a glimpse if 19th century Ireland seen through the eyes of an adolescent young man. It is this adolescence and the navies of the world that is under attack. Joyce masterfully reveals an innocence held by Araby by contrasting it with a setting filled with symbology that eludes to the hopeless reality in which he lives. Joyce injects a sense of unrealized bleakness for the protagonist by the imagery that he puts forth. â€Å"North RichmondRead MoreAnalysis Of James Joyce s Araby Essay2018 Words   |  9 PagesJames Joyce was an Irish novelist and poet in the early 20th century. Joyce was the writer of â€Å"Araby†. A stoty published in 1914, in which the writer preserves an episode of his life, more specific when he a young twelve years old boy. But was does the word â€Å"Araby† means? According to diccionaty.com, â€Å"Araby† is an archaic or poetic name for Arabia. In addition, the story is about a boy who falls in love with a woman, she is the sister of one of the boy’s classmates. The name of the woman is neverRead MoreComparative Analysis Of Epiphany, From James Joyce s Araby And The Dead1758 Words   |  8 PagesComparative Analysis of Epiphany, from James Joyce’s â€Å"Araby† and â€Å"The Dead† James Joyce elaborately portrays the complexity of the human male psyche through his protagonists in â€Å"Araby† and â€Å"The Dead.† Through the use of first person perspective, each protagonists’ true motivations and perceptions of reality are betrayed by Joyce, therefore allowing the reader to fully understand the fallacies and complexities within each character. Through the depictions of such complexities, Joyce is able to leverageRead More The Decline of Chivalry Explored in Araby and AP Essay1211 Words   |  5 Pagesuseful motive to win hearts of women for centuries. However, as society constantly changes, the effectiveness of these chivalrous acts has diminished. In James Joyce’s â€Å"Araby† and John Updike’s â€Å"AP†, this theory is explored, both telling the story of a boy whose efforts to impress the girl of their desires fail. As said by Well’s in his critical analysis of these stories, â€Å"Both the protagon ists have come to realize that romantic gestures—in fact, that the whole chivalric view [sic] --- are, in modernRead MoreAnalysis Of James Joyce s Dubliners1668 Words   |  7 PagesDubliners, by James Joyce is an outstanding example of how the use of point of view influences how characters and events are interpreted. Joyce writes the first three stories of Dubliners in the first person point of view, the rest are told in there person. Taking a look at a few of the short stories , Araby, Eveline, and Clay, it is obvious that Joyce s choice of narration as well as the complexity of how he carries out those narrations plays a significant role in the analysis of his work.

The movie, “A Beautiful Mind” is based on events and life...

The movie, â€Å"A Beautiful Mind† is based on events and life of John Nash. The movie begins with John Nash arriving at Princeton University to hone his mathematical skills. During his time at Princeton we learn John is incredibly smart but lacking in the social department. After graduating from Princeton he is offered and accepts a potion with MIT as a Department of Defense contractor. With his new position as a DoD contractor and teacher he eventually meets his future wife in one of his classes. As the movie progresses we see John’s schizophrenia progress to the point he ends up in a mental institution to receive advanced psychiatric care. It’s at this time we learn the Charles, his roommate in school was actually a hallucination the†¦show more content†¦After accepting his position at MIT as a DoD consultant and teaching position, John met his future wife. In John’s case, most of his social life up until his first major mental breakdown in 195 3 was with his hallucinations. Charles, John’s roommate in Princeton is actually a hallucination. William Patcher, John’s case manger for the DoD who gave John his top secret mission, is a hallucination as well. Last of his hallucination is Marcee, Charles’ niece who makes her first appearance before John’s initial breakdown. The first step in John’s eventual recovery is realizing that Charles, William, and Marcee are not real. When John makes the connection that he is not well he begins to recover before any treatment is given to him. During this early stage of treatment, John’s immediate social life shifts from hallucinations to his real surroundings. John’s second breakdown led to his refusal of medication and hospitalization. He and his wife decided to deal with it on their own. John battled his symptoms by realizing that they were not real and that he would need to focus on his community and his family. In the latter stages of J ohn’s recovery he begins attending Princeton to associate with a familiar community: the mathematical community. John does have several mental breakdowns and relapses of communication with hisShow MoreRelated Analysis of the Film, A Beautiful Mind Essay1561 Words   |  7 PagesAnalysis of the film A Beautiful Mind In the movie, A Beautiful Mind, the main character, John Nash, is a mathematician who suffers from schizophrenia. Schizophrenia is actually the most chronic and disabling of the major mental illnesses and it distorts the way a person thinks, acts, expresses emotions, interprets reality and relates to others. The movie, A Beautiful Mind, John Nash, who is played by Russell Crowe, is a true story about a mathematician whose life is horrific becauseRead MoreIs Art A Mirror On Society?1559 Words   |  7 Pagesthat are based on true events. Sometimes the true event in question is not as intense as the producers want it to be and it is ‘’spiced up’’ so that it can sell tickets. Once in a while, the movie is able to capture the severity of the disorder adequately as well as how the person living it is feeling and what the impact the disorder has on the people surrounding this person. One of the movies that, in my opinion, has managed to adequately do this is ‘’ A Beautiful Mind’’. The movie that was releasedRead MoreFilm Review : A Beautiful Mind And Shutter Island996 Words   |  4 PagesClinical disorders in film are examples of how Hollywood can alter reality. In both A Beautiful Mind and Shutter Island, the psychological disorder depicted is paranoid schizophrenia, but one does a better job of depicting the disorder accurately than the other. In A Beautiful Mind (Howard, 2001), the main character is John Nash, a brilliant mathematician from Princeton University. Nash’s symptoms first appear when he begins attending Princeton. He believes that he has a roommate named Charles Herman, butRead MoreA Beautiful Mind By John Nash1338 Words   |  6 PagesA Beautiful Mind, a 2001 biographical drama, tells the story of John Nash; the film is based on a book by the same name, which was a biography of the real John Nash . The film depicts Nash’s life as he develops paranoid schizophrenia; this paper will focus on the film, the disorder itself, and the accuracies and inaccuracies of how paranoid schizophrenia was portrayed in the film. The film begins with Nash’s time at Princeton in 1947, where he has come after winning the Carnegie Scholarship forRead MoreA Schizophrenic Mind By John Nash2024 Words   |  9 PagesSchizophrenic Mind Cody B. Helms Fort Mill High School A Schizophrenic Mind In the movie, A Beautiful Mind, the main character John Nash, a genius mathematician, struggles with the constant pressure he puts upon himself in regards to creating an original idea. This intense stress and anxiety eventually develops into paranoid schizophrenia. Throughout the movie Nash and his wife, Alicia, have to try and cope with his constant delusions. This movie, by going through the life of John Nash, depictsRead MoreA Beautiful Mind Is A Movie Based On The Life Of Mathematician1310 Words   |  6 PagesIntroduction A beautiful mind is a movie based on the life of Mathematician Dr. John Nash. Through Dr. Nash, I will explore the causes, effects, and treatment of paranoid schizophrenia. To begin to understand this disorder of paranoid Schizophrenia we need to know how this debilitating mental disorder works. Schizophrenia is a long-lasting, severe and disabling mental disorder. Normally, schizophrenia victims experience non-existent external voices. At times people suffering from this condition mayRead MoreAnalysis Of John Nash s The Same Name 875 Words   |  4 PagesThe film I will be analyzing in this paper is A Beautiful Mind, a biographical look at the life of John Nash during a period of his life where he struggles with mental illness. The movie itself is based on the novel of the same name by Sylvia Nasar. Although John Nash is a real person who s life is documented in his biography, I will be focusing my diagnosis solely on the events depicted in the film. John Nash is a gifted mathe matician who has trouble with being social and forming close relationshipsRead MoreMovie Analysis : A Beautiful Mind Essay1745 Words   |  7 PagesReport Name: Sarah Hall Hypothesis: Ron Howard’s films are factually accurate compared to Danny Boyle’s films, based on real life people who have demonstrated achievement. Biopics are films based on real life people sharing their greatest achievements. Aron Ralston in ‘127 hours’ had to make a major decision whether to cut his arm off or not, in order to survive, John Nash in ‘A Beautiful Mind’ had to choose whether to take his medication in order to get better from his mental illness, SchizophreniaRead MoreA Beautiful Mind By John Nash Essay2033 Words   |  9 PagesPushing Past the Voices, Delusions, and Hallucinations: A Beautiful Mind A Beautiful Mind, about John Nash, follows him has he goes through life living with schizophrenia and accomplishing the biggest feat; knowing reality from unreality. When people with schizophrenia are around others, that is when their mental illness shows. Social behavior affects everyone based on who they are around and the thoughts and feelings as a response to how others act and treat you (Grant, 1963). They do not knowRead MoreInsight to Coach Carter Film7710 Words   |  31 Pagesdrugs, prison, and yes†¦even basketball. Paramount Pictures presents an MTV Films Tollin/Robbins production of a Thomas Carter Film, â€Å"Coach Carter,† starring Samuel L. Jackson. Directed by Thomas Carter, written by Mark Schwahn and John Gatins, the film is inspired by the life of Ken Carter. Produced by Brian Robbins, Mike Tollin and David Gale, and executive-produced by Van Toffler, Thomas Carter, Sharla Sumpter and Caitlin Scanlon, the film also stars Robert Ri’chard, Rob Bro wn, Ashanti and Debbi Morgan

Outsiders; ‘Norm and Ahmed’, “Happy Feet” and “The Arrival” Free Essays

An Outsider is a person who is excluded from, or is not a member of a group. They can be seen to be merely out of place. Other factors, however, can make a person in the ‘right place’ feel like they do not belong. We will write a custom essay sample on Outsiders; ‘Norm and Ahmed’, â€Å"Happy Feet† and â€Å"The Arrival† or any similar topic only for you Order Now This is evident when exploring Alex Buzo’s script â€Å"Norm and Ahmed†, George Miller’s animation film â€Å"Happy Feet† and the Shaun Tan’s graphic novel â€Å"The Arrival†. Through utilising a range of language features and techniques, composers are able to emphasise the idea of ‘the outsider’ in these three texts. Alex Buzo’s script â€Å"Norm and Ahmed† depicts a late-night encounter between a typical old Australian working class man and a young Pakistani undergraduate. The concept of outsiders is explored in great detail throughout the script. At first, Ahmed appears to be the clear outsider in the script, as the stage directions and choice of costume are used to convey his sense of alienation and discomfort with the situation; a dark skinned person wearing a â€Å"Nehru-styled suit† acting â€Å"edges away warily†, â€Å"taking them cautiously† suggesting Ahmed’s agitation and fear when interacting with Norm. Register is also used to demonstrate that Ahmed does not belong, for even though he speaks English fluently, his extremely formal language and perfect grammar such as â€Å"I crave your forgiveness†, reveal him to be the outsider. This contrasts with Norm’s very Australian colloquialisms and slang, â€Å"bash you†, â€Å"old piss-pots†, â€Å"poofter† showing his ease with the Australian dialect. These factors all combine to make Ahmed seem to be feeling as if he is in the wrong place. Another character who seems to be in the wrong place is the protagonist in the graphic novel â€Å"The Arrival†. Shaun Tan uses a sequence of photos showing the protagonist going through customs in a new country. The character’s gestures, such as outstretched palms and scratching his head signify confusion as well as his frustrated facial expressions all show him to be misunderstood. Finally, the picture showing his bent over with his head in his hands shows his helplessness and feeling of defeat. This character feels out of place; an outsider. This feeling is also evident in the film â€Å"Happy Feet†. Mumble’s sense of exclusion is accentuated in the graduation party scene, where the camera pans from group of penguin singing and dancing in unison to a single tap dancing penguin, Mumble, who is facing the wrong way. There is some empty space between him and the group, which also physically shows his outsider status. The following scene shows him exiled to a small dark iceberg looking up at the party in the distance. It is a low angle wide shot making him look small and lonely in comparison. This all contributes to the idea that he is an outsider, although technically he is in the right place. Mumble’s outsider status shows that being in the wrong place is only one element contributing to the notion of an outsider. Many other reasons for being an outsider have been explored through these three texts. The animated film â€Å"Happy Feet† is about a young penguin, Mumble who is expelled from his penguin community because he dances his feelings, rather than singing them. The animators highlight Mumble’s lack of belonging by making him physically different from the other penguins, he has blue eyes and keeps his baby feathers when his peers are fully developed. Mumble is initially considered part of the penguin community but his differences in appearance and ability act as barriers which prevent him from being an insider. Even though technically he is in the ‘right place’, he is still an outsider. Another character who appears to be in the ‘right place’ but reveals himself to be an outsider, is Norm. Initially Norm engineers the conversation with Ahmed by pretending not to have a lighter. Later he admits, â€Å"I get a little lonely (†¦) I like to have a nice chat with a bloke (†¦) A bloke like you, for instance†. Norm’s obvious loneliness adds to his outsider status. He doesn’t belong to a close family or social group and is compelled to talk to strangers. Norm’s age, education and social class all contribute to make him part of a dying breed, the â€Å"old school Australian†. He does not necessarily belong in the emerging multicultural Australia that Ahmed embodies. By saying â€Å"I was only thinking that if you didn’t have a dark skin you’d be alright. I mean, it’d be all right for you to stay here, like, get a job and stay in this country. †, he reveals his racism and rejection of multiculturalism. His subsequent senseless beating of Ahmed also demonstrates Norm’s instability and violence and this further reinforces his outsider status. By breaking the laws of society, he automatically becomes an outsider to the mainstream. Norm and Mumble are not the only characters who are becoming outsiders in their own place. In â€Å"The Arrival†, Tan draws with great detail, a bleak city with huge, ominous, black shadows resembling dragon’s tails suggesting evil all over the buildings and roads. A high angle long shot shows how insignificant his family is in this big, empty city. This reveals a growing sense of insecurity and uncertainty of the family’s future in their own country. They no longer feel as though they belong there. Therefore after studying the three texts, it is apparent that the sentence â€Å"An outsider is merely just a person in the wrong place† is only partially correct. Ahmed, Mumble and the persona in the Arrival are all outsiders by virtue of being in the wrong place; Ahmed with his extremely formal language, brown skin and his foreign attire, the persona in â€Å"The Arrival† with his language barrier and Mumble for his inability to sing. However, although Mumble can’t sing, he is a penguin and is therefore technically in the’right place’. He is an outsider because he looks and acts differently to the other penguins. The persona â€Å"The Arrival† leaves his homeland because he is starting to feel like an outsider in his own place, as does Norm with his racism, loneliness and violence. In conclusion; anyone, in any place can be an outsider. How to cite Outsiders; ‘Norm and Ahmed’, â€Å"Happy Feet† and â€Å"The Arrival†, Papers

Current issues in tourism free essay sample

Introduction Throughout this coursework I will be exploring my chosen current issue which is the recession. I will be thoroughly exploring the impact that the recession has had on the travel and tourism industry in the UK. I will also examine and provide a justification of the wide-ranging processes of change in Travel and Tourism which have arisen due to the recession. The recession is an issue in travel and tourism because the state of the economy determines the success of the travel industry. The recession has had a negative but also a somewhat positive affect on the travel and tourism industry. The recession is a slowdown in economic activity measured over a significant period of time. The most common affects of the recession are; people are buying fewer luxuries, decrease in factory production, growing unemployment, decrease in personal and disposable income and an unhealthy stock market. These factors have affected the travel and tourism industry as holidays are seen as a luxury and as the average income of a person is decreasing they are not able to afford as many luxuries. PEST Political Since the recession, the government have implemented various changes and modifications to certain aspects such as benefits and income levels which have had an impact on the travel and tourism industry. As they have placed cuts on certain benefits, some people now have less disposable income to spend on holidays and thus specific commercial sectors in the travel and tourism industry have declined. The government is placing a cap on the amount of state benefits a household can receive. The government plan to decrease the amount of housing benefit a household receives. This could place further implications on individuals and families who want to travel but now no longer may be able to afford it. Political unrest in certain countries has had an impact on the travel and tourism industry in the UK. For example, in 2008 when there was blockade in Bangkok airport by protestors who did not agree with certain members in the  government, the UK issued a warning. The result of this on the UK travel and tourism sector was that flights to Thailand were diverted and holiday bookings were cancelled. This would have had a negative impact on businesses in the travel and tourism industry who were trying to recover from the effects of the recession. Economical The recession in the UK has brought about economical changes which have consequently affected the UK travel and tourism industry. Economic forces have seen a shift in income and divergence in terms of disposable income for travel. Oil prices are a significant economic factor. Airlines that are already under pressure from impacts of the recession having now also have been affected by the rising oil/fuel prices. Previously organisations had referred to the European debt crisis as the main risk to the travel industry but it now regards oil prices as a greater threat to the sectors profitability. Inflation is the rise in the prices of products and services we purchase. The recession has led to the inflation rates increasing although at certain points the rate had decreased. In 2008, as the global financial crisis was taking hold, prices were rising at an annual rate of about 5%. High oil prices were driving up transport costs and a fall in the value of sterling also forced up the cost of imported goods. At a certain point during the recession, there was less demand for fuel to power factories, transport goods to shops and to get staff to work. This meant that the inflation rate had decreased. However, since the VAT was increased from 17.5% to 20% there has been a steady increase in the inflation rates. Members of certain institutions such as David Miles recently argued that the economy has not seen any significant growth. He baled inflation as one of the reason for the slow economic growth. Socio Economic One significant social impact of the global recession has been increased unemployment within certain industries making up the UK travel and tourism sector. The social implications of unemployment can include family tensions,  loss of housing, loss of confidence and self-esteem, and perhaps most significantly an increase in crime. Evidence collected by the government and other institutions has shown that people are increasingly turning to alcohol due to the current economic climate. Travelling is a luxury and the majority of people paid for these holidays with their disposable income. This is the money an individual has after they have paid for all their personal expenses and is commonly spent on additional luxuries. Consumer Demand Changing consumer demands has an impact on both the nature of travel and on tourism destinations. For organisations within the travel and tourism sector to operate, the pricing policies must reflect the quality of the products and services on offer. The majority of businesses set prices which give them a competitive advantage over their competitors. The recession has caused a rise in the prices of products and services not only in the travel and tourism sector but in general too. The 2012 London Olympics provided a welcome boost to both the inbound and domestic sectors of the travel and tourism market. As more people were visiting the UK for the Olympics there was an increase in the demand for accommodation facilities. There may also have been high demand for transport providers so people can get to and from the Olympic stadium.

Influence Of Mythology On Literature And Society Essays - Trojans

Influence Of Mythology On Literature And Society Anthony Roldan P3 3-282 1/4/01 The Influence of Mythology on Literature and Society Part One: Edith Hamilton is the author of the book Mythology. This book is about the Mythology of the Romans and Greeks through her eyes and the way she interprets it. In the beginning of the book Hamilton writes an introduction to Classical Mythology and how, and why it came about. She starts off by writing that Greek and Roman Mythology is meant to show us how people felt about the human race and about where they came from many years ago. She points out that Mythology describes the Earth when it was young and people cared for the Earth more than today. This is true, because in todays world not many people are caring about the Earth and its going by us fast. She also points out that these stories in Mythology and the characters are describe in such great detail that even through you cannot see them, that maybe just maybe they are real and believable. Mythology is the way the Greeks and Roman saw and understood the world around them and it is written in which a way that we may never truly understand it. Hamilton now describes the Mythology of the Greeks as a totally different picture than the one described in Classical Mythology. She describes it as being vile, and savage, but the reason for this is because the Greeks wrote about themselves when they had a brutal and poverty filled life. They wrote like this to show you how they came to power and what they went through to get there. Not only was Greece coming to power, but also they changed the world as it was back then and forever. The reason for this was, because when Greece came to power so did mankind, and because they finally saw how powerful they could be, mankind was born. Greek originally obtained their gods from the Egyptians when they traveled into Egypt and saw the statues of their gods. The Greeks then took the same idea and changed its meaning around. An example would be how the Egyptian gods have different body parts with other bodies and the Greek gods are humans. Hamilton states that the Egyptians made gods they thought up and made them in a way that no one has seen before. The Greeks therefore made their gods in there own image. That made it easier for them to understand them and know how they act. The major point Hamilton is showing in this introduction is that Mythology is a new to look at life and to understand it under a different light. Another point she states is that Greek Mythology its self, is so unique that it showed extreme beauty yet fear at that same time. The gods were not to be completely feared, but respected to the point where you didnt anger them. Greek Mythology is also unique, because it doesnt have many of the things that are in most religion or folklore. Hamilton states that Greek Mythology didnt contain Magic or Witches, and in reality didnt fear the dead, they actually pitied the dead. Hamiltons main point in this whole introduction is that Mythology itself is completely and totally different from any other religion or folklore ever. Mythology was written in such a beautiful way that upon reading it, it seems real and it begins to take shape. She is also saying that Greek Mythology was in a way different than normal Mythology and therefore changed the face of Mythology forever. PART TWO: Aside from mortals and immortals in Mythology there were many heroes in it as well. There are heroes such as the well-known Hercules and Hermes and Apollo, but there are many not as famous. Two examples of these are Prometheus and Io. Prometheus is a god who was the first to introduce fire to mankind. Zeus was very anger when he first learned of this and punished Prometheus for what he had done. Many other gods accommodated Prometheus for his courage to go against Zeus and do something that was right. Zeus sent Prometheus to the rock peak of Caucasus where

Free Essays on Krapps Last Tape

Krapp’s Last Tape Krapp’s Last Tape, a play by Samuel Beckett is a very interesting peek at one period of a man’s life, and his reflections on his past. Samuel Beckett isn’t your average playwright, and in accordance with that, I found this play to be very different and intriguing. Beckett seems to be using his character, Krapp, to illustrate his theories in existentialism, which makes for a very interesting theme and outcome to the play. The style of this play is actually one that I have never encountered before. It was a realistic person with a somewhat realistic set, but in no reality that I have ever seen. It says in the introduction to the play that absurdists, such as Beckett, â€Å"felt that the ridiculous- or absurd - nature of existence should be reflected in the dramatic elements of their plays†. I suppose that by having Krapp, the main and only character sit in a desolate spot listening to himself on a tape from thirty years ago and muse over his past is supposed to reflect the absurdity that he thinks his life has been. The style that worked for me personally because the ridiculousness that Krapp regarded his life to have full of was not only apparent in the diction that Krapp spoke, but also in the stage directions that Beckett gave the character. Even the title tells us something that we do not get in the lines of the play, which is that this is Krapp’s last tape, which most likely mea ns he will die after it is made. One almost learns more about Krapp through the stage direction of the play than through the actual dialogue that he spoke. On a personal note, I much prefer Beckett’s work in the style of a play, because I think his ideas are easier to comprehend due to his extensive and detailed stage directions. I once tried to read a novel of Beckett’s and the dialogue, along with the description of the character’s surroundings was so confusing that I actually had to stop reading it after the f... Free Essays on Krapp's Last Tape Free Essays on Krapp's Last Tape Krapp’s Last Tape Krapp’s Last Tape, a play by Samuel Beckett is a very interesting peek at one period of a man’s life, and his reflections on his past. Samuel Beckett isn’t your average playwright, and in accordance with that, I found this play to be very different and intriguing. Beckett seems to be using his character, Krapp, to illustrate his theories in existentialism, which makes for a very interesting theme and outcome to the play. The style of this play is actually one that I have never encountered before. It was a realistic person with a somewhat realistic set, but in no reality that I have ever seen. It says in the introduction to the play that absurdists, such as Beckett, â€Å"felt that the ridiculous- or absurd - nature of existence should be reflected in the dramatic elements of their plays†. I suppose that by having Krapp, the main and only character sit in a desolate spot listening to himself on a tape from thirty years ago and muse over his past is supposed to reflect the absurdity that he thinks his life has been. The style that worked for me personally because the ridiculousness that Krapp regarded his life to have full of was not only apparent in the diction that Krapp spoke, but also in the stage directions that Beckett gave the character. Even the title tells us something that we do not get in the lines of the play, which is that this is Krapp’s last tape, which most likely mea ns he will die after it is made. One almost learns more about Krapp through the stage direction of the play than through the actual dialogue that he spoke. On a personal note, I much prefer Beckett’s work in the style of a play, because I think his ideas are easier to comprehend due to his extensive and detailed stage directions. I once tried to read a novel of Beckett’s and the dialogue, along with the description of the character’s surroundings was so confusing that I actually had to stop reading it after the f...

HIV Research Paper Example | Topics and Well Written Essays - 1000 words - 2

HIV - Research Paper Example Theories has been used to try to explain how the virus crossed from animals to human but all of them does not show evidence that indeed HIV originated from animals. For instance, it is believed that the virus crossed as a result of eating monkey meat. The virus is believed to have originated from Africa as monkeys from Asia and South America has not been found with the virus (Worobey et al., 2008). HIV is an epidemic. It has spread so fast in the world and causes a lot of harm in countries. For instance, a lot of money has been put aside to fight the spread of HIV. This affects the country’s economy. On the other hand, HIV is taking dominance to the young and middle aged people in a country. The group that is most productive. With this it is clear that HIV is indeed a problem that needs to be taken care of seriously. The productive age groups of young and middle aged are endangered thus burdening a country with children and elderly who are not in a position to provide for thei r living. This paper will look at HIV as the problem worldwide that needs to be understood well and necessary precaution taken to reduce its spread. The first case of HIV was discovered in early 1980’s in the USA. Gay men displayed symptoms of opportunistic infections like cancer. HIV/AIDS did not come in to the picture but those men seemed to suffer from a common syndrome; their infections resisted treatment. HIV was later discovered. HIV has been spreading fast in the world because of several reasons such as blood transfusion, immigration, use of injectible drugs, unprotected sexual behaviors and transmission of mother to child. With the current globalization, most people are traveling from their countries with the purpose of trade. There is no restriction of migration of people who are infected with the HIV virus. People travel and mingle with other people from different

Countries in the World that Have Equally Alarming Debt Movie Review

Countries in the World that Have Equally Alarming Debt - Movie Review Example However, it is sometimes worth asking if people really mean they say America has a debt problem. The documentary the Overdraft analyzes the United States’ federal budget records, it is apparent that the insurmountable debt load of the United States has piled up. In fact, the 2008 financial crisis exacerbated the situation; however, there are needs to solve the situation before it becomes a crisis. Therefore, the documentary has provided compiled views of Americans from different professions and social settings on financial and economic effects of the America’s debt load /on America and the rest of the world. Despite these views providing means and ways forward for addressing this issue, some of the views are inappropriate. However, Jay Fishman’s ideas on the future effects of current America’s debt on the citizens is true since unless the debt is paid, it will continue to accumulating thereby passing the burden to the generations to come. Fishman said, â€Å"The inevitable impact of demographic trends in the U.S. will result in additional federal spending of $1 trillion more in 2020 than today's level. Absent action, the cumulative effect of this trend has the ability to compromise America's future significantly (overdraft, 00:26:00.)† However, the sentiments of Herbert Hoover could not be taken seriously for this matter when claimed that the young generation is blessed since they were only to inherit the nation's debt. How can someone be blessed when he or she is actually inheriting a problem? He said, â€Å"Blessed are the young because they will inherit the natio nal debt (overdraft, 00:49:00).† Adding on Fishman contributions, it true that when the problem of debt is addressed in time, the nation that the country will take the country hostage especially when their debts have grown to high or unplayable by the national government. The new lessons learned from the documentary include that idea that the national debts can crow to a level that the national  government can never be able to pay.  

Invention of the Email and Bank Secrecy Act Essay

Invention of the Email and Bank Secrecy Act - Essay Example Global communication has become indispensable in human society as it determines the relationship between people belonging to different nations and cultures. An important mode of communication is the email. It is an electronic method of transmitting messages from one part of the globe to another part in a matter of seconds. It was in 1978 when a 14-year-old boy Shiva Ayyadurai created the first email. Email has definitely brought a new dimension to human communication and interaction. Its impact is even more prominent in the business world with email becoming the most preferred mode of communication. There has been a rapid growth of its popularity since its inception and this has been proved by a survey conducted in February 1998 at an Institution of Information Scientists. According to the survey, 60 participants booked a place by e-mail while the others booked either on the phone or have used fax. In business today, email is the most common process of communication with clients and off-site staff (Hill, 2005, pp.93-94). Its major advantage is that it is password protected which means the information on email can be accessible only by its user. It also saves time since messages sent via email takes under a second to get transmitted to the target email. The Bank Secrecy Act (BSA) was first introduced in the year 1970 by Congress in the U.S. in order to protect the global financial system from money-related crimes like money laundering and terrorist financing. Money laundering is the method by which illegally earned money is circulated and integrated into the financial system so as to make it appear clean. Basically, it is a system by which money received from one (illegal) source is appeared to have been received from another (legitimate) source.  

The Development Of The Us Two Party System Politics Essay

The Development Of The Us Two Party System Politics Essay There may be many reasons why we have problems in the government today, but the only problem we dont have are about ideas and laws. The reason why it is like that in that particular area is because of the Two-Party System. Despite the several disagreements in the government now, the politics was a lot simpler before. The era I am talking about is the Hamiltonian and Jeffersonian era of politics. This was where the two-party system was formed. The system boosted the government to a higher level of working. The system had begun around the late 1770s and early 1780s. The system is important because it helps separate ideas and makes it easier to choose which idea would be better. The two-party system was important because it introduced major issues into regular local politics. The creators of the two-party system, The Federalists and Republicans, were men who looked upon parties as. Those who had supported the policies of the Washington  Administration  became known as  Federalists  because they supported a strong national government as a counterweight to the States. The Presidents two principal advisors, Alexander Hamilton and Thomas Jefferson, were the founders of this system. What began as a personal dispute between the two men evolved into the formation of primitive political parties.  It usually allows government to move forward because in cases of gridlock, the majority party can take the lead. But it stifles debate and forces a widely diverse country to be represented by only two ideologies. Furthermore, it creates division and bitterness as the two sides battle for control of government. The raging battle between these two stubborn and forceful men was not only personal, but political. The first two party system developed between the two opposite groups called the Federalists and the Democratic Republicans. The main issue between the two parties was how they believed the Constitution should be read and interpreted. The federalists, such as Hamilton, Adams and Jay, were loose constructionists who believed that more power and jurisdiction that was not specified in the Constitution should be placed in the hands of the Federal government. They were also passionate believers in the idea of a strong central government that had the power to regulate domestic and foreign affairs, while having the ultimate authority over the states. Both were loyally committed to individualism, freedom, and equality of opportunity. The disagreement between Jefferson and Hamilton formed the foundation of the American two-party system, with either party more or less defined and distinguished by its view of the nature of the federal government. The two-party system has produced a heightened two-party competition everywhere. Today for example there remain no substantial pockets of one-partyism in the United States. The births and deaths enable us to count at least about six major parties in our history, from the Federalists, Jeffersonian Republicans, and short-lived National Republicans to the Democrats, Whigs, and Modern Republicans. The Federalist Party was essentially composed of nationalists. Politicians like Hamilton favored a strong federal government, administering a united group of colonies with a dynamic economy based on international trade. The Federalists sought to wield this power through a liberal or loose interpretation of the Constitutions strictures. The Federalists viewed the Elastic Clause of the Constitution in particular as a license to do whatever was not specifically forbidden by the document. The Federalists traditionally hailed from the financially powerful northern states of New England and the mid-Atlantic. They favored a powerful government that would protect the interests of the merchant class. In fact ardent Federalist, John Jay was fond of quipping, Those who own the country ought to govern it. The United States needed both influences. It was the countrys good fortune that it had both men and could, in time, fuse and reconcile their philosophies. One battle between them, which occurred shortly after Jefferson took office as secretary of state, led to a new and profoundly important interpretation of the Constitution. When Hamilton introduced his bill to establish a national bank, Jefferson objected. Speaking for those who believed in states rights, Jefferson argued that the Constitution expressly enumerates all the powers belonging to the federal government and reserves all other powers to the states. In 1828, the popular war-hero Andrew Jackson became the first President from a new party, the Democrats, the true party of the people.  Ã‚  With the exception of one term when the Whigs won the Presidency, the Democrats held the White House until 1860. Thomas Jefferson founded the Democratic Party of the United States in 1792 and was elected as the first Democratic President in 1800. The Party was called the Democratic-Republicans until after 1830 and was initially established as a Congressional Caucus to fight for peoples rights and to oppose the elite Populist Party. Founded in 1854, the Republican Party was organized as an answer to the turmoil that plagued the many existing political parties in the United States. The Free Soil Party, asserting that all men had a natural right to the soil, demanded that the government re-evaluate homesteading legislation and grant land to settlers free of charge. The Conscience Whigs, the radical faction of the Whig Party in the North, alienated themselves from their Southern counterparts by adopting an anti-slavery position. Two political parties had come of age from the Jeffersonian age of republicanism, the Whigs and the Democrats. Both these two parties extended toward the radical ends of the narrow spectrum of Jeffersonian political beliefs. The Whigs clung tightly to Jeffersons ideals about community and societal harmony, and they firmly believed in the power of the government to gain their goals. The Whigs saw Jacksonian philosophies regarding the engendering of conflict among classes and individuals as the enemy. The Democrats, by contrast, were big proponents of Jeffersonian ideals regarding states rights and the restraint of federal interference into economic and social lives of Americans. Whigs favored going back to Hamiltonian federalism in the banking system of the America as well as being reliant on federal tariffs and the internal improvement of the school system and other institutions. The Whigs were also at the forefront of prohibition of liquor and the abolition of slavery, all things that the Democrats were against more or less. Also the Kansas-Nebraska Act, which allowed territories to determine whether slavery would be legalized in accordance with popular sovereignty and thereby nullify the principles of the Missouri Compromise, created a schism within the Democratic Party. The Whigs and Democrats traded elections every four years from 1836 through 1852; in fact no president between Jackson and Abraham Lincoln was reelected. Beginning with the log cabin and hard cider campaign of 1836 elections be gan to take on the feel of modern politics, utilizing mudslinging, slogans, songs and rallies to drum up support for candidates. The Whigs won only two presidential elections but in each case the winning Whig president died and was succeeded by his Vice-President. Whigs were successful initially as the champions of the economic powers of the United States and the common people at the same time. Finally I would like to conclude on the stand that the Two-Party system was developed by to main men, Thomas Jefferson and Alexander Hamilton. Many problems have erupted between the two, which has brought this major impact in Americans lives and Americas government. Despite the fights in the government now, the Hamiltonian and Jeffersonian era of politics is where the two-party system was formed. The Development of the Two-Party System Work Cited Page 1. Walsh, James P. The Rise of a Two-Party System.  Connecticuts Heritage Gateway. Web. 14 Apr. 2011. . 2. Kutler, Stanley I.  Dictionary of American History. New York: Charles Scribners Sons, 2003. Print. 3. Allison, Robert J.  American Eras: Development of a Nation, 1783-1815. Detroit: Gale Research, 1997. Print. 4. Axelrod, Alan. The Complete Idiots Guide to American History; Fifth Edition. New York, NY; Penguin Group, 2009. Print 5. McGeehan R., John. The Everything American History Book; 2nd Edition. Avon, MA; Adams Media, 2007. Print 6. Chambers, William Nisbet. The American Party Systems: Stages of Political Development. New York; Oxford University Press, 1967. Print 7. Hofstadter, Richard. The Idea of a Party System: The Legitimate Opposition in the United States; 1780-1840. Berkeley: University of California, 1969. Print 8. Greenstein, Fred I. The American Party System and the American People. Englewood Cliffs, NJ: Prentice-Hall, 1963. Print

Invisible Man Essay: Values of the Invisible Man -- Invisible Man Essa

Values of the Invisible Man      Ã‚  Ã‚   Ralph Ellison's Invisible Man is the story of an educated black man who has been oppressed and controlled by white men throughout his life. As the narrator, he is nameless throughout the novel as he journeys from the South, where he studies at an all-black college, to Harlem where he joins a Communist-like party known as the Brotherhood. Throughout the novel, the narrator is on a search for his true identity. Several letters are given to him by outsiders that provide him with a role: student, patient, and a member of the Brotherhood. One by one he discards these as he continues to grow closer to the sense of his true self. As the novel ends, he decides to hide in an abandoned cellar, plotting to undermine the whites. The entire story can be summed up when the narrator says "I'm an invisible man and it placed me in a hole- or showed me the hole I was in...." During the novel, the narrator comes to value several intangibles that eventually help to shape his identity. Throu gh his experiences and the people he has met, the narrator discovers the important value of his education, his invisibility, and his grandfather's advice.    From the very beginning of the novel the narrator values his education. His education first brings him a calfskin briefcase, when the superintendent rewards him for his success, saying "Take this prize and keep it well. Consider it a badge of office. Prize it. Keep developing as you are and some day it will be filled with important papers that will help shape the destiny of your people." The narrator treasures the briefcase so much because it symbolizes his education. He carries it throughout the whole novel, and it is the only object he takes into the cellar fro... ...ture and History. 1996 ed. Kelly, Robin D.G. "Communist Party of the United States." Encyclopaedia of African-American   Culture and History. 1996 ed.      Internet Sources: Bellow, Saul. "Man Underground" Review of Ralph Ellison's Invisible Man. Commentary. June 1952. 1st December 1999<http://www.english.upeen.edu/~afilreis /50s/bellow-on-ellison.html Earl, Gerald. "Decoding Ralph Ellison" Essay obtained from IGC.org Summer '97. 30 November. <http://www.igc.org/dissent/archive/summer97/early.html Howe, Irving. "Black Boys and Native Sons" English Dept. at Univ. Penn. 1 December 1999 <http://www.english.upenn.edu/~afilreis/50s/howe-blackboys.html. Howe, Irving. "Review of: Ralph Ellison's Invisible Man" Pub. The Nation. 10 May 1952. 30 November 1999. <http://www.english.upenn.edu/~afilreis/50s/howe-on-ellison.html.   

Eymp 1

EYMP 1: Context and Principles for Early Years Provision 1. 1 Explain the legal status and principles of the relevant early year’s frameworks and how national and local guidance materials are used in settings. Children deserve and need the best possible start in their lives in order for them to fulfil their full potential in their learning and development (Terry, 2009). A happy, healthy and supportive childhood will help children to achieve the best that they possibly can (Smeyers and Wring, 2007).In 2003 the Laming Report was written following a very serious case of child abuse involving a girl called Victoria Climbie who was physically abused by her great aunt and another adult male. The abuse was so bad, a doctor involved in Victoria’s post mortem stated that â€Å"there really is not anywhere that is spared – there is scarring all over the body. † The report then goes on to explain how the local authorities involved in the care of this young girl were to blame for her death, as there was evidence of deliberate harm and nothing was done. Similar essay: Approaches to Promoting Wellbeing and ResilienceThe local social services department dealing with her case closed it on the day that she died. Following the Laming Report the government green 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 young people. It also gave children a voice and allowed them to decide what they want by creating the five outcomes, which are: * Being healthy Staying safe * Enjoying and achieving * Making a positive contribution * Economic well-being The Children Act 2004 enabled the ‘Every Child Matters’ to be established and was written next in order to provide the legislative spine on which the reform of children’s services is based. ‘It aims to improve and integrate children’s services, promote early in tervention, provide strong leadership and bring together different professionals in multi-disciplinary teams in order achieve positive outcomes for children and young people and their families. (Surrey County Council, 2004) Next came the Childcare Act 2006 which gave a new role to local authorities in the improvement of the ‘Every Child Matters’ outcomes, providing childcare for working parents and providing parental information services (DoE, 2012). This act also introduced the inspection of childcare premises and the registration of childcare workers as a must (OFSTED, 2012). This was then, when the implementation of the EYFS came into play.The ‘Early Years Foundation Stage’ was brought in to achieve the five ECM outcomes and it did this by: * Setting the standards for learning and care received in child care settings * Providing for equality of opportunity and ensuring that all practice is anti-discriminatory and all children are included in activities d espite culture, race, religion and gender * Working in partnership with parents and also maintaining multi-agency working to ensure the best possible education and care for children * Improving quality and consistency to give all child care settings a universal set of standards that must be followed and also giving the right to have all settings inspected * Laying a secure foundation for each child’s future learning and development to be planned around the child’s individual needs and interests† (DfCSF, 2008)There are six areas that are covered by the EYFS and they must all be taken in to account as they are very important in each child’s development. These areas are: * Personal, social and emotional development * Communication, language and literacy * Problem-solving, reasoning and numeracy * Knowledge and understanding of the world * Physical development * Creative development (Meggitt et al, 2011) The 4 themes of the EYFS highlight how we can help child ren to develop and learn and enjoy their childhood, these are: * A unique child- this looks at all children being competent learners and having their own unique ways in which they like to learn and explore. Children should be encouraged to be esilient, capable, confident and self-assured in order to be competent learners from birth. * Child Development- babies and children are all different and therefore have different ways in which they learn best. Children also learn at different rates and some need extra support. This looks at all areas of development including social, emotional, physical, cognitive and spiritual. * Inclusive practice- this is very important to allow children to feel that the diversity of their families and communities is respected and that no children are discriminated against. * Keeping Safe- the vulnerability of young children need to be protected to enable them to develop resilience.This can be done by the adults that care for them protecting their physical a nd psychological well-being. * Health and wellbeing- a child’s health is a fundamental part of their social, emotional, environmental and spiritual well-being. All of these areas contribute to and highlight the aims and the role that EYFS plays in the development and learning of all children in early years settings. As childcare professionals we must use all of the resources within the EYFS in our daily practice, including using it when planning, when observing children and linking what we see to aspects 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 have influenced current provision in the UK. In the past there have been people that have had theories that relate to child development and learning of children in childcare settings; these people are known as educational pioneers and are well respected as their theories have changed childcare for the better (Meggitt et al, 2011). â€Å"Friedrich Froebel  (1782-1852), the great German educator, is famous pre-eminently for his radical insight that the first learning experiences of the very young are of crucial importance 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 through 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 play, Frobel introduced toys that he called, ‘Froebel Gifts’ or ‘gaben’ which included balls, wooden blocks, rings, tiles and sticks which were all the key elements of Froebel’s kindergarten (Watson, 2002). Froebel’s ideas are very similar to those that construct the EYFS that all childcar e providers use today. Here is a table showing 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 join their children in their learning and development. â€Å"Creating the framework for partnership working between parents and professionals, andbetween all the settings that the child attends;†Section 1- Introduction- Purpose and Aims of the EYFS 1. 2 (p. 7)â€Å"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 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. â€Å"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)â€Å"Close working between early years practitioners and parents is vital for the identification ofChildren’s learning needs and to ensure a quick response to any area of particular difficulty. Parentsand families are central to a child’s well-being and practitioners should support this importantRelationship by sharing information and offering support for extending learning in the home. Section 1- Introduction- Creating the Framework for Partnership Working 1. 16 (p. 1 0)| Children needed to have some time indoors and outdoors to enable them to have experiences with movement, games and the study of nature outdoors. | â€Å"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 Learning and Development Requirements- Physical Development 2. 15 (p. 15)â€Å"Children must be supported in developing the knowledge, skills and understanding 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 natural environments and in real-life situations; undertake practical ‘experiments’;And work with a range of materials. †Section 2- The Learning and Development Requirements- Knowledge and Understanding of t he World 2. 13 (p. 14)| The introduction of finger play, singing and rhymes into education. The encouragement of arts and crafts, including literature along with a mathematical understanding. Singing songs, moving and dancing. | â€Å"Children’s 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 variety 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. | â€Å"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, manipulatio n 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 understanding of the importance of physical activity and making healthy choices in relation to food. †Section 2- The Learning and Development Requirements- Physical Development 2. 15 (p. 15)â€Å"Where children are provided with meals, snacks and drinks, these must be healthy, balanced andNutritious. †Section 3- The Welfare Requirements- Safeguarding and Promoting Children’s Welfare (p. 27)| The use of symbolic behaviour within a child’s play. Imaginative play was also important and children should pretend and imagine things to show their highest level of learning. | â€Å"Explores different media and responds to a variety of sensory experiences. Engages inrepresentational play. †Appendix 1- Creative Development (p. 8)â€Å"Children ’s 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 modelling with clay, drawing and making collages were useful in imaginative play. | â€Å"Expresses feelings and preferences in response to artwork, 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)| Encouragement of playing with toys, such as wooden blocks, balls, etc. | â€Å"Finds out about and identifies the uses of everyday technology and uses information andcommunication technology and programmable toys to support her/his learning. †Appendix 1- Knowledge and Understanding of the World (p. 47)â€Å"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). â€Å"on-going observational assessment to inform planning for each child’s 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) Maria Montessori (1870-1952) was an Italian doctor who began her work with children with learning difficulties (Montessori, 2004). She was much more focussed on learning through being taught in a structured way, rather than the theory previously discussed of Froebel’s, learning through play (Meggitt et al, 2011). During her studies she found that Froebel’s theory was based more along the philosophical view, rather than the scientific aspect of a child’s 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). Montessori’s 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 Montessori’s 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 can learn to do it- re lates to EYFS Card 4. – Play and exploration * The use of ‘didactic materials’ to encourage children to use their hands. * Working alone rather than with parents, teachers, carers- this encouraged children to become ‘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 thinking * 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 dexterity exercises, similar to those used by Montessori. But as she continued her work, she used more and more of Froebel’s ideas, so they were mu ch 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. | â€Å"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 (p19)â€Å"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 wit h 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. â€Å"On-going observational assessment to inform planning for each child’s continuing development through play-based activities. †Section 1- Introduction- Laying a secure foundation for future learning (p. 10)â€Å"None of these areas of Learning and Development can 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)â€Å"Children’s 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 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. | â€Å"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. )â€Å"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 o f 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. | â€Å"Suitable 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)â€Å"Wherever possible, there should be access to an outdoor play area, and this is the expectedNorm for providers. In provision where outdoor play space cannot be provided, outings should be planned and taken on a daily basis (unless circumstances make this inappropriate, for example unsafe weather conditions). †Suitable premises, environment and equipment (p. 35)| Child ren cannot learn if they are undernourished, unwell with health problems or poorly looked after. | â€Å"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 â€Å"Valuing children’s 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 may 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 child’s 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 child’s 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). â€Å"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 childre n 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 across all the areas of Learning and Development. † (DfCSF, 2008)When working with children using the EYFS, we value a child’s 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 child’s abilities. We must recognise and meet each child’s needs considering their age, physical maturity, intellectual ability, emotional development, social skills, past experiences and relationships with others. In order to meet the child’s individual needs, we must observe children in play to establish their current ability. 3. Explain the partn ership model of working with carers â€Å"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, affectionate 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 differen t 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 and methods that families have and understand that different parents bring up their children in different ways (David, 2003).Parents will often 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 O’Hagen, 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 orde r 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 difficult 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 partn ership 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 the 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 child’s 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). We’ve 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 them 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 t heir 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, etc.This way, the partnership between the parent and childcare professional is not affected because the inability 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 pro blems 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 procedures before their child starts attending a setting. This way, difficulties can be overcome and the parent’s wishes are respected. A parent may use the uninvolved method of parenting, which could mean children don’t 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 abo ut 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 with 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 journey through which children build on all the things they have already experienced and come across new and interesting challenges. Every child’s learning journey takes a personal path based on their own individual interests, experiences and the curriculum 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 progress. * 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 child’s learning may not find this method very useful, as they may not want to read through the learning journey. Parents that do not have enough 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 write in. Usually just general information about the child’s day is written in this book. | * Parents and childcare professionals are communicating regularly about the progress of the child. * Any trends in the child’s behaviour can be identified easily by just looking back through the book. If parents are in a hurry picking up or d ropping off they may not always want to have a verbal 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. | Verbal 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 little 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. * Inform ation may not be understood by either party. | Newsletter- a letter containing information about topics 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 occasions 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 year’s 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 help 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 prof essionals we must be organised and professional so that we are able to give, receive and record accurate information to ensure that the child’s 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 childcare 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 1 EYMP 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 child’s 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 children’s ‘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 consi stency 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 Common 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. After 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 last 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 curriculum. 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 from Italy’s cultural view of children as the collective responsibilities of the state. The parents role is the same as the community’s, at both sch ool 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 head 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 child's learning by planning activities and lessons based on the child's 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 a utonomy 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 child's 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 Emilia's early childhood program, and is often referred to as the child's â€Å"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 env ironments 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 activities typical of preschool classrooms.The projects that teachers and children engage in are different in a number of ways from those that c haracterize American teachers' conceptions of unit or thematic studies. The topic of investigation may derive directly from teacher observations of children's 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 children's predisposition to enjoy the unexpected.Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children's 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 children of varying abilities and interests, including those with special needs, work together on projects. Projects begin with teachers o bserving and questioning children about the topic of interest.Based on children's 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 hypotheses, 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 child's 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 other's work in the collective aim of better understanding the topic. Teachers foster children's 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. She spend hours observing children. This is one of the strengths of her work. Her conclusion, which is now supported by modern re search 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 Montessori’s 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 learners. For Montessori the highest point of a child’s learning is what she like to call the polarisation of the atte ntion.Montessori didn’t see the point in play, didn’t encourage children’s 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 children's 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. Supporting transitions Multi-agency working Sharing information It aims t o 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 children’s 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 biological 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, and independence. These are essential to maintain the indi viduals quality of life. A child’s 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 according to age. Some children will have developmental needs which are in line with the expected â€Å"norm† for their chronological age, whereas others will have needs which are characteristic of much older or younger children.Once recognised, the child’s 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 becoming angry or upset Parents and carers with other priorities Parents and carers having prejudicial attitudes Differences in rules and expecta tionsThis 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 access and organise the different services and provisions that may be helpful to them.