Kindergarten and Children Essay Example for Free

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

Kindergarten and Children Essay Example for Free

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

Urban Design for Community Development | Case Study

Urban Design for Community Development | Case Study Introduction Urban design is considered the practice of influencing and managing the urban environment. Its role and potential for creating better places in areas with community issues shall be discussed with reference to Hulme, an area one mile south of Manchester city centre. During the late 80s Hulme fell into a state of inner city decay, it became a marginal area notorious for crime, social deprivation and poor housing. However, during the early 90s an ambitious urban regeneration plan covering an area of 240 acres was created, the programme was entitled The Hulme City Challenge Initiative. This was managed by a joint venture company, Hulme Regeneration Limited consisting of Manchester City Council and AMEC Plc; over the years a host of other public, private and community interests have been involved. Hulme is an extreme case of an area with community issues some of which remain unresolved. However, more than 12 years since the programmes launch and with over  £250 million invested into numerous regeneration projects it provides a wealth of information for making clear points throughout the essay. Hulmes new qualities and past deficiencies will enable genuine connections to be made with urban design theories while highlighting possible measures one could consider when addressing areas with community issues. How do community issues arise? When addressing community issues one of the first roles is to understand how the existing problems have arisen. A rigorous transparent analysis should be conducted so that previous errors are not repeated because areas swept away in wholesale redevelopment are often the very areas which today are failing and undergoing significant change (CABE 2005, p.12). This occurred to Hulme during the 60s,. When different social and ethnic underprivileged groups live together in marginal areas like Hulme they all generally have limited access to resources and rights while various communal tensions can arise from sparse public spaces. These limited public spaces experience pressures from various patterns of use; from people living in flats without gardens, to those who spend a long time outdoors, like the homeless, drug addicts, loitering teenagers with nothing to do and migrants with nowhere to socialise. This causes friction and competition between these groups who in turn intimidate others who want pass through or use these areas. Those intimidated usually withdraw themselves from these group dominated spaces; they tend to be the elderly, disabled and young children. Incidentally, the 1960s Hulme design discouraged permeability through the public realm; it lacked diversity of space and available institutions, which created defensible areas and isolation. These past issues imply Hulme suffered from placelessness (Jacobs Appleyard 1987), whereby people withdraw from community involvement to enjoy their own private and limited worlds (Jacobs Appleyard 1987, p.115). Neglect and decline of space is common in marginal areas, but why is it we find litter ridden streets, vandalised outdoor furniture, tip heaps in parks, empty business units, areas of poor maintenance, and so forth. Some blame can be directed towards the local authorities for the latter; however in this case one will address neglect shown from local residents. When residents allow their environment to fall into a state of decline it highlights their lack of attachment to place. Alternatively, the concerned minority believe any attempts to maintain the area will only be in vain. The lack of attachment with place can result from transient inhabitants who feel no responsibility in looking after or respecting short-term, low-quality accommodation and surrounding public spaces. As an area declines over time so does the quality of life, it portrays a sense of abandonment within the community. For Hulme it became stigmatised with a negative perceptual image presented through dilapidated bui ldings and its depressing environment. This can have a knock on effect by deterring local businesses who fear no returns on their investment and are sceptic about security. This not only degrades public areas through reduced street activity and social integration but it reduces self-policing, increases unemployment levels which fuels localised crime from the resulting low levels of social organisation (Wilson, 1997 p.21). Hulme managed to force those with any aspirations out of its area through defining itself as an estate via its rigid zoning of activities and housing tenure. Its unstable and declining local population not only weakened community bonds but assisted the process of residualisation in Hulme and hence crime figures rose. Working with and resolving community issues Having scratched beyond the surface of some common community issues, one will discuss potential methods of approach suggested by urban design theorists. These will be cross referenced with several socially healing developments in Hulme. Selected Preservation Firstly one should strive to understand the collective social meanings and values communities place on their existing physical environment via extensive consultation with residents. This allows one to distinguish the character and uniqueness a specific place presents; this may be through specific buildings, public spaces or landmarks. Calthorpe and Fulton state that conservation and restoration are practical undertakings that can besocially enriching (Calthorpe Fulton 2001, p.48). Therefore the urban designer should seek to maintain these focal points weaving them into future development, thus strengthening the communities urban identity. Through preserving some familiar settings it provides a psychological comfort for long term residents; specifically the elderly. One of the main and incidentally oldest buildings conserved during Hulmes regeneration was the congregational Church for Zion Institute, built in 1911. This iconic building was maintained and converted in 1997 into a mult i-arts facility for young people; its success has helped provide creative opportunities for youngsters as well as delivering socially enriching communal events. It is these constant events and public performances that have reinforced and created group connections within Hulme. This hub for young people has tempted idol children off the street and assisted with the reduction in juvenile crime. Connecting People to Places At a macro scale communities suffering from a sense of entrapment and abandonment can be helped through increased permeability and connections to the city. One of the first major actions in Hulme was the re-instatement of Stratford Road which provided a vital link to Manchester city centre; this allowed the communities to feel integrated with the wider context and thus reduced their restriction to resources. Additionally, the completion of the landmark Mancunian Way Footbridge in 2002 symbolically linked Hulme Park with Knott Mill and the City Centre. It was significantly designed for pedestrians and cyclists to be able to cross the busy Mancunian Way, but how can designers encourage pedestrian and cyclist movement in an unsafe environment? Incidentally, various design measures can be employed to increase public realm safety while collectively reducing the impact of the car; incidentally the car dominated Hulmes 60s design, ideally the most important public places must be for pedestrians, for no public life can take place between people in automobiles (Jacobs Appleyard 1987, p.119). Public and private space should be clearly defined (Jacobs 1961). A variety of well-lit routes that pedestrians or cyclists can choose should any problems arise. Routes should not be isolated; they should be self-policed with sufficient eyes on the street through shops and housing which increase a sense of safety (Jacobs 1961). Street layout should be clear to minimise the distance from A to B. The grain of the street should become thin around nodes of activity to influence permeability of the space. At a localised scale increasing social integration amongst a diverse community is difficult. Designing physical space has its limitations when trying to inform where and what types of social interaction will occur. What can be provided to communities are areas that encourage chance encounters which in turn may create group formations. There are generally two types of group formations, formal and communal. From an urban design perspective the former group type can be encouraged more because they have a prescribed purpose with defined patterns. It is the communal groups which have to evolve themselves, however design can allow social patterns to be easily recognised via unrestricted access to activities within public spaces. It is through repeated activities such as markets that friendships can be made over time between existing and new residents. Furthermore, areas designated for specific activities, for instance sports can support group relations. Observing other people and their act ivities, like watching a local football match, can make others, such as new residents feel a temporal sense of belonging without actually participating in the activity themselves (Carr et al. 1992). This reinforces the argument that public spaces must be accessible to all groups to enable observation as well as verbal interaction. Hulme Park is a prime example of how a public space can have a positive impact on a community. It not only brings people together but improves their quality of life and projects a confident image of the area. The respective brief was to deliver a safe and appealing park to attract a variety of groups. Psychological barriers rather than physical installations were employed to create a public but secure park. Firstly its width never exceeds 70 metres, this allows users to recognise one another and subconsciously not feel anonymous within the space. Secondly the new surrounding houses provide natural surveillance, also an existing road and perimeter parking increase nearby activity which creates a sense of security. Community Engagement Identity When a neighbourhood neglects their own environment it is important as a designer to try and restore a sense of pride and public ownership of the suffering area through community engagement. Building a rapport with residents from the offset can be advantageous during the development process and local input can positively influence design decisions. User participation in the design process and management of space provides communities with a feeling of control over their own neighbourhood (Carr et al. 1992); this can increase their attachment to place resulting in a revived interest in their surrounding environment. Providing opportunities for personalisation of space can also reinforce this goal. The development of Hulme Park involved a series of meetings with residents from the area so its design could appeal to its potential users. Due to diverse requests from a range of age-groups, the designers, Landscape Projects went with a popular theme which arose during the consultation proce ss; swimming and surfing. The design theme reflected the communities interest and stamped their identity and involvement on the project. This generated a high level of respect for the space and has resulted in minimal vandalism of the park. Additionally, accurate decisions can be made by working with the community when determining suitable functions for a space. It is the function or activity within a space that can become meaningful to individuals, groups and communities. One can create meaningful space based upon understanding the residents lives and patterns of use (Carr et al. 1992). Public space incorporating various functions can be designed by categorising site characteristics and linking them to desired activity settings suggested by the community. The facilities within Hulme Park were strategically located in order to gain maximum social integration. For instance, the sports area was specifically located next to the existing Proctors Youth Centre so coaches could train and observe the whole team. Local requests for a skate park were integrated into the design too, thus increasing its diversity and user appeal. New developments always ignite some form of opposition, usually from long-term residents as the thought of change unsettles them. Generally they are in search of assurance that their community and the environment in which they live have a future and most importantly that they are part of that future. Territoriality can be a sensitive issue when community groups develop strong feelings about their rights to have a space developed; this can create tension between the designer and can instigate neighbourhood disputes as a result of a groups claim over a space. From an urban design perspective indistinct boundaries are the typical cause of such disputes, therefore delineating spaces that are collectively owned can minimise conflict while strengthening a sense of public ownership. Physical installations can help unify communities and reinstate a sense of identity; public art can portray shared social values of a neighbourhood while iconic landmarks can make a positive statement of change, which helps revitalise an area through nullifying previous stigmatisations. This has been achieved in Hulme with Wilkinson Eyres striking Arch Bridge, its key location (a major route from the City Centre to the main motorway network) helps highlight and reinforce the positive transformations occurring within Hulme. It is one of many new landmarks which have attracted more people and businesses to the area, thus building a stronger community which contributes to more eyes on the street and increased local employment results in lower crime levels. Diversity Flexibility According to Calthorpe and Fulton (2001), diversity is one of their fundamental elements for improving communities. Providing a range of local activities within close proximity enables community identity resulting in a strengthened urban quality. New diverse buildings should be visually interesting if people are to enjoy experiencing their environment, if a citys streets look interesting, the city looks interesting. (Jacobs 1961, p.27). Fig 2 displays how Hulme has become a more attractive place to live with its dramatic diversification of housing stock and its replacement of the notorious Hulme Crescent with modern housing. Additionally, Carr et al. (1992) state how nature not only adds diversity to an area but develops bonds between people and places. The best public spaces are the most flexible ones (Madanipour 2004, p.285), hence why spaces deliberately left undefined in Hulme allowed new uses to evolve over time. Through not overdesigning a place it enables users to adapt space to their needs. Incidentally, the Hulme horticultural society was officially revived through local adaptable space; it also reinforces the fact that nature can bring disparate individuals and groups with various interests together. Conclusion To summarise, the Hulme case study has demonstrated how quality urban design has the potential to resolve community issues and make a place better. Despite some remaining troubles in Hulme one was keen to focus upon the positive urban design elements which healed many of its community problems. The social benefits realised in the development and revival of Hulme is summarised under the following key urban design elements: Preservation; maintaining key buildings like the Zion Art Centre have sustained the historic identity of Hulme which comforts long-term residents, while those regenerated have created nodes of social integration. Permeability Accessibility; connectivity with the wider environment of Manchester has removed the sense of entrapment and abandonment within Hulme. Communal institutions Public Space; the revival of Stratford Road as a shopping destination and the success of Hulme park are examples of how Hulmes urban environment has been activated, with increased social activity and group formations. Safety on the streets; through logical street design, increased facilities and communal opportunities the greater number of eyes on the street have made the area safer. Neighbourhood involvement; through community consultation during developments, residents now feel a sense of ownership, well-being and respect for their environment this has helped reduce vandalism in the area. Landmarks; Hulme Arch bridge has helped promote Hulme in a positive light which has resulted in an increase in residents and local businesses; resulting in its stronger community spirit and reduced crime rates due to local employment opportunities. Diversity Flexibility; the diversity of housing and public space has made the area a more attractive place to live thus increasing the communities quality of life. Flexible space has provided the opportunity for further positive developments when community interests and desires change. What is apparent is that all the above are interwoven and affect one another in some way therefore they must be purposefully combined to support one another. It is also obvious that environmental and economic factors have an underlying effect on the success of such design elements. However, one should strive for a complementary economic, environmental and social strategy to maximise community benefits. Bibliography Carr, S. et al., 1992. Public Space. Cambridge: Cambridge University Press. Calthorpe, P. Fulton, W., 2001. The Regional City Planning for the end of sprawl. London: Island Press. Jacobs, J., 1961. The Death and Life of Great American Cities The Failure of Town Planning. New York: Vintage Books. Wilson, W.J., 1997. When Work Disappears The World of the New Urban Poor. New York: Vintage Books. Jacobs, A. Appleyard, D., 1987. Toward an Urban Design manifesto. Journal of the American Planning Association, 53, pp.112-120. Madanipour, A., 2004. Marginal Public Spaces in European Cities. Journal of Urban Design, 9 (3), pp.267-286. CABE, 2005. Creating Successful Neighbourhoods Lessons and Actions for Housing Market Renewal. London: CABE.

Roman Religion In A Romans Everyday Life Vs. Religions Effects On Tod :: essays research papers fc

"We Romans", said Cicero, "owe our supremacy overall other peoples to our piety and religious observances and to our wisdom in believing that the spirit of the gods rules and directs everything." Roman rites and observances took two main forms. One was the domestic reverence of the spirit or genius of the family. The other was the public attitude to the gods and goddesses by whom the destiny and welfare of the Roman people as a whole were supposed to be guided and controlled. During the Classical period, religious observance accompanied all important private and public events and transactions and, no successful outcome went without a vow of thanks or public dedication. Temples, priests and sacred rites were provided by the State. Nothing in the nature of religious services as we know them, in which the body of worshipers as a whole were able to participate, seems to have been celebrated in the temples. Any set forms of prayers, hymns or chants were performed sole ly by the official priests whose secrets they remained. The ordinary Roman man or woman had little personal part to play in such rites (Handbook To Life In Ancient Greece). While they were being undertaken and fulfilled it was the duty of the ordinary citizen not to interfere or make any disturbance and to refrain from any business affairs. When religiously minded Roman dropped in to a temple in order to worship the god or goddess whose house it was , they had some practical object in view : some personal favor or advantage. They came and perhaps burn incenses. When praying they stood with upturned palms. Sometimes they got as close to the image of the god as they could in order to whisper their pleas; the feet of some of the images were worn by the kisses of generations of worshipers. In addition to paying a fee for admission, the grateful petitioner for divine aid also brought sacrifices and thankful offerings to the temples. Enormous numbers of livestock and cattle went to augmen t the wealth of the temples, and to swell the incomes of the priests and attendants, many of whom became extremely wealthy. Temple worship was no essential part of Roman life. If it had been, it is difficult to understand why there were not more than about a hundred within the city confines, which is no large number in a city of some million inhabitants.

Microsoft Versus the Department of Justice Essays -- Computers Microso

Microsoft Versus the Department of Justice In today’s high-tech ultra-fast paced world, there can be no debate as to the importance of personal computers. Personal Computers control virtually every aspect of our daily lives. Businesses, regardless of their size, have local area networks, company Intranets and high-speed wide area networks. Billing, inventory and invoicing would be impossible without help from our Personal Computers. Stocks, bonds and commodities are traded in the markets around the world entirely by computer. The Banking industry relies enormously on Personal Computers for every transaction. Communicating without email, fax transmissions and other forms of computer aided information transfers would be unimaginable. The media would be unable to produce news and information for the masses in the timely manner we know today. Law enforcement agencies, from local police, to field agents of the F.B.I. depend on computer databases for crucial information. Air traffic controllers rely on their computer s to safely land and route thousands of planes into airports around the world everyday. Even the military depends on computers to defend our very own borders and interests. With the important role that Personal Computers serve in society today, is it really a good idea to have one company exclusively control the technology running virtually every aspect of our lives? Ninety percent of all computers sold worldwide are IBM or IBM compatible clones. Microsoft's infamous operating system licensing agreements required all personal computer makers to pay Microsoft a royalty on every computer they manufactured, even when no Microsoft product was loaded on the machine.(Kaphing 1) This forced the Personal Computer makers into only using the Microsoft operating system. They could not choose a different Operating System even if they so desired, because at that time all of the Personal Computer clone manufacturers were small start up companies, having very limited capital. They couldn't afford to pay both Microsoft and another company for a different operating system. In 1994 The United States Justice Department barred Microsoft from engaging in this sort of extortion, but it was already too late, the Operating System monopoly had been realized. After the 1994 decision, Microsoft resorted to a new anti-competitive tactic. Yet another ... ... and largely as a result of that barrier, Microsoft’s customers lack a commercially viable alternative to Windows. Microsoft possesses a dominant, persistent, and increasing share of the world-wide market PC operating systems. Every year for the last decade, Microsoft’s share of the market for Intel-compatible PC operating systems has stood above ninety percent. For the last couple of years the figure has been at least ninety-five percent, and analysts project that the share will climb even higher over the next few years. Even if Apple’s Mac Operating System were included in the relevant market, Microsoft’s share would still stand well above eighty percent. It was proven in court that many of the tactics that Microsoft has employed have also harmed consumers indirectly by unjustifiably distorting competition. The actions that Microsoft took against Navigator hobbled a form of innovation that had shown the potential to depress the applications barrier to entry sufficiently to enable other firms to compete effectively against Microsoft in the market for PC operating systems. That competition would have conduced to consumer choice and nurtured innovation.

The Shawshank Redemtion-Red and a Tall Drink of Water :: essays research papers

Red and a Tall Drink of Water In a darkened room two passionate lovers eagerly embrace. Outside a destraught man sits in a truck, boozing it up. The old song " If I Didn't Care " , plays from a tinny radio. The drunk man fumbles with a gun while he tries to get out of the truck. He opens the door of the truck, stumbles, drops and breaks the bottle of alcohol, and the extra bullets spill onto the ground. The next scene is in a courtoom where a lawyer is questioning a man. " I was upset. I was confused and drunk. I mostly wanted to scare them ", Andrew Dufresne tells the lawyer that was cross-examing him. " This was revenge", the lawyer shouts in his summation speech. The verdict is guilty and the sentence is two life sentences, back to back. An older black man is sitting patiently in front of his parole hearing. The five men on the panel ask him if he thinks he is rehabilitated and he answers, yes. " It's the Gods honest truth, " says Red. " I'm absolutely rehabilitated. " His friends, ask him what happened at the hearing. Red replies, " Same old shit, different day." He had been rejected and denied parole again. Outside in the exercise yard a loud siren wails. The incarcerated men all gather together to get a look at the new prisoners that have just arrived. Reds' first impression of Andy Dufresne was, " That one looks like a stiff breeze could knock him over. That tall drink of water with a silver spoon up his ass." Little did Red know, at this time, but the two men would develop a strong bond. The mutual friendship Red and Andy would cultivate, caused them both to grow an inner strength which helped them deal with prison life. The new prisoners stand linked together with chains, scared to death, in front of the Warden. He says, " I believe in two things, discipline and the Bible. Here you"ll receive both. Put your trust in the Lord, your ass belongs to me. " That was the kind of attitude Andy would have to live with from now on, and this was just the beginning. " Andy kept pretty much to himself at first...Wasn't till a month went by that he finally opened his mouth to say more than two words to somebody.

The Iroquois Confederacy to Six Nations

Northern Kentucky University The Iroquois Confederacy to Six Nations Thesis: Examine how the Seneca, Mohawk, Onondaga, Oneida, and Cayuga, and the 1722 addition of the Tuscarora, resulted in the Iroquois Confederacy or Six Nations and their influence on the creation of the Constitution. Nicole Cushingberry Cultural Anthropology Michael Striker December 16, 2011 Nicole Cushingberry Instructor: Michael Striker Anthropology 100 The Iroquois: Confederacy to Six NationsThe Iroquois Confederacy, also known as Five Nations or Six Nations after the 1720 inclusion of the Tuscarora, was a collective of tribes that occupied the upper region of New York state around Lake Ontario, Pennsylvania, and Southern Ontario and Quebec. The term Iroquois is an English deviation from a French deviation of an offensive Algonkian (group of Native American Indian languages used from South Carolina to Labrador, Canada and west to the Great Plains) term for â€Å"real snakes†.Originally, the members of th e confederacy described themselves as Kanonsionni (compound word – kanonsa meaning â€Å"house† and â€Å"ionni† meaning extended) or â€Å"people of the longhouse† whereas today the term Haudenosaunee is used which translates to â€Å"people building an extended house†. The literal meaning of these terms describes the housing arrangement of the Iroquois – a dwelling typically 60 feet long (as large as 300 feet long) constructed of young, bendable trees, covered with bark.Historically and by native traditions, Dekanawidah, a Huron tribe member and shaman, is credited with creating the Great Law of the Iroquois Confederacy, also known as The Great Law of Peace, between the fifteenth and sixteenth centuries. The Great Law of the Iroquois was communicated orally, believed to be one of the earliest collections of governing principles equivalent to the constitution, and was utilized as a justice system to be applied to tribe members by their chie fs.Chief Hiawatha, an Onondaga living amongst a Mohawk tribe and an equivalent to a modern day politician, was persuaded by Dekanawidah to teach The Great Law of the Iroquois in hopes of eliminating the ongoing conflicts between the tribes resulting in the raiding of villages to obtain captives, retaliation, and murder. Dekanawidah also hoped that by uniting the Cayuga, Mohawk, Oneida, Onondaga, and Seneca, they would be able to defend themselves against European invasion. Tribal SocietySeveral tribes of the Northeast region spoke the Iroquois language but not all of them were members of the confederacy (at left, map shows the tribes and regions in New York State; the Haudenosaunee (Iroquois) Confederacy is shown in red). The Five Nations, was formed when the Cayuga, Mohawk, Onondaga, Oneida, and Seneca agreed to abide by the principles of The Great Law of the Iroquois Confederacy; Six Nations was created when the Tuscaroa, a tribe from North Carolina, Requested admittance into the confederacy to gain protection from European colonization oreover, enslavement. The Six Nations of the confederacy is comprised of clan groups of matrilineal descent, with members being part of the mother’s family (all members of each clan were related to other clans via the mothers) automatically at birth and will remain as such for their lifetime. Family kinship was determined by bifurcate merging, with unilineal descent. The Iroquois were matrilocal; when a man was selected as being worthy to join their longhouse as a husband by the elder women, after marriage, the couple resided in the longhouse of woman’s birth.Though women were in the position of power commonly held by men, they did not dominate the society. The most senior woman lead her clan and was charged with the naming of children, working her advisors to elect a chief to represent the clan and remove him if he did not meet his obligations, food production and distribution, making clothing, participating in medicinal groups, and as a pastime, took part in gambling. Men were responsible for hunting, managing military tasks, fighting in wars, and acting as a representative, if selected, of his longhouse.The Iroquois mode of subsistence was agriculturally based society, which their staple crops being corn, squash, and beans. Their diet was enhanced by gathering fruit, roots, and nuts some of which was often dried for later use. During hunting season, the men trapped squirrels, rabbits, beaver and hunted bears and deer. They traded goods such as pipes, beaded clothing, furs, and food items. Religion consisted in devotion to â€Å"The Great Spirit†, creator of the world. All things in the Iroquois existence were taken care of by the spirits of the trees, plants, wind, rain, and other aspects of nature.They believed that a world of supernatural powers existed, with both good and evil entities and felt these spirits could alter the course of their lives. The religious specialists of t he Iroquois were known as the â€Å"Keepers of the Faith† and were male or female and held the position part-time. The keepers were selected by the elders and were tasked with arranging and conducting religious ceremonies, such as funerals or fighting illness and disease. Constitutional Influence The main authors of the Constitution of the United States, Benjamin Franklin and Thomas Jefferson, were highly influence and inspired by the principles of the Six Nations.Iroquois chiefs were invited to the Continental Congress Hall where on June 11, 1776, the focus of discussion was on the topic of independence. The chiefs presented a speech that detailed an on-going friendship between the Iroquois and the new Americans, and this relationship would only continue if both groups acted â€Å"as one people, and have one heart†. There are many similarities between the constitution and the principles of the Iroquois. Researchers Vine Deloraia, Bruce Johnson, and Donald Grind have f ound that the very foundation of both sets of principles mirror each ther (Johansen 1998:79): life, liberty, and happiness (Declaration of Independence); government by reason and consent rather than coercion (Albany Plan and Articles of Confederation); religious tolerance (and ultimately religious acceptance) instead of a state church; checks and balances; federalism (U. S. Constitution); and relative equality of property, equal rights before the law, and the thorny problem of creating a government that can rule equitably across a broad geographic expanse (Bill of Rights of the United States Constitution). Native America had a substantial role in shaping all of these ideas. Payne 1996:607, quoting Grinde and Johansen, Exemplars of Liberty, xx) Further, Johansen found that Franklin was using quotes from the Onondaga and advising Americans in their ill feeling towards England: Our wise ancestors established union and amity between the five nations. This has made us formidable. This ha s given us great weight and authority with our neighboring nations. We are a powerful Confederacy, and by your observing the same methods our wise ancestors have taken you will acquire much strength and power; therefore, whatever befalls you, do not fall out with one another. Johansen 1998:8) In closing, to think that the Constitution of the United States is based upon the life principles of a group of people once thought to be savages, is both a revelation and a disappointment. It is truly amazing that some many people with a common language can come together as one group for the benefits of all – socially, economically, and for the protection against a common enemy. The people of the Six Nations lived lives based on survival rather than greed by our current day definition.However, what I find disappointing and disheartening, is the fact that we as Americans came to this country to escape oppression from the crown. Yet upon arrival in this new land, we turn and do the simila r oppressive acts to the Native Americans. We called them savages and treated them as if they occupied a status lower than animals, yet we base the very document that makes use Americans on their life principles. A statement by issued during a discussion at Albany Franklin summarizes my point of view: â€Å"It would be a strange thing†¦ f Six Nations of ignorant savages should be capable of forming such a union and be able to execute it in such a manner that it has subsisted ages and appears indissoluble, and yet that a like union should be impractical for ten or a dozen English colonies, to whom it is more necessary and must be more advantageous, and who cannot be supposed to want an equal understanding of their interest. † Works Cited Daly, Janet. â€Å"Iroquois constitution united states. † IPOAA Magazine. Social Science Journal, n. d. Web. 19 Nov. 2011. . Hale, Horatio. â€Å"Iroquois Book of Rites Index. Internet Sacred Text Archive Home. N. p. , n. d. Web. 16 Dec. 2011. . â€Å"Iroquois Confederacy (American Indian confederation) — Britannica Online Encyclopedia. † Encyclopedia – Britannica Online Encyclopedia. N. p. , n. d. Web. 19 Nov. 2011. . Kahionhes Fadden, John. â€Å"Chp 8: A New Chapter, Images of native America in the writings of Franklin, Jefferson, and Paine, â€Å"Exemplar Of Liberty†. † rat haus reality, ratical branch. N. p. , n. d. Web. 14 Dec. 2011. . Malinowski, Sharon, Anna J. Sheets, and Linda Schmittroth. UA†¢XA†¢L encyclopedia of Native American tribes.Detroit: UA†¢XA†¢L, 1999. Print. Myers, Merlin G.. Households and families of the Longhouse Iroquois at Six Nations Reserve. Lincoln: University of Nebraska Press in cooperation with the American Indian Studies Research Institute, Indiana University, Bloomington, 2006. Print. â€Å"New York Indian Tribes and Languages. † Native American Language Net: Preserving and promoting indigenous American Indian la nguages. N. p. , n. d. Web. 16 Dec. 2011. . â€Å"Understanding Haudenosaunee Culture-1. † Syracuse Peace Council. N. p. , n. d. Web. 16 Dec. 2011. .