Food And Wine Tourism in Newzealnd Essay Example | Topics and Well Written Essays - 4000 words

Food And Wine Tourism in Newzealnd - Essay Example So, in order to enlighten the importance of Special Interest Tourism, this paper talks about â€Å"Food and Wine tourism† in New Zealand. Special interest tourism It is the type of tourism that involves tourist’s holiday choice that is totally inspired and influenced by their specific motivation and desire. There are different forms of special interest tourism, like education, beauty, sports, food, cultural and entertainment (Cook 2007, pp.63). Different countries have different specialties, for example Dubai is famous for its shopping, and New Zealand, Australia, and Turkey are famous for their food. Read defined specific interest tourism as â€Å"The travel for people who are going somewhere because they have a particular interest that can be pursued in a particular region or at a particular destination. It is the hub around which the total travel experience is planned and developed†. (Ritchie, Carr, & Cooper 2003, pp. 28) Food and Wine tourism The special inte rest tourism that has been selected for this paper is â€Å"Food and Wine tourism† in New Zealand. The food and wine do not mean mere eating and drinking, but are related to the respective country’s culture and heritage. ... es of specialist food production regions are the primary motivating factors for travel.†(Buhalis & Costa, 2006) Food is directly related to a country’s heritage, culture, and traditions. Food is considered to be a major component of tourism, whatsoever is the type of tourism; food always acts as a tourist attraction. So, intentionally or unintentionally, the tourists are always seeking excellent quality food and wine when they are on their holidays. Wine tourism Today, wine is making quite a large business for the last few years. Wine production has been increased at a massive level in different countries like New Zealand, Australia, Canada and Europe, and this has resulted in development of the tourism industry in the respective countries. Moreover, â€Å"wine tourism is a subcategory of food tourism, which implies visit for specific high-quality vine to vineries, vineyards and restaurants to a country. The wine tourism also includes visit to the wine festivals in a pa rticular country†. (Buhalis & Costa, 2006) Food and wine tourism does not mean a trip to a restaurant; rather it is the desire to taste and experience a particular type of food or a special traditional cuisine can act as a motivator to travel across the home country (Thach, 2007). Food and wine tourism characteristics and typologies Food and wine tourism is flourishing due to a number of reasons around the world. The most important and predominant reason of promoting the food and wine tourism is to improve economic growth. Moreover, food and wine tourism has gained attention due to increased interest in the other country’s societal values, environmental interest, and their culture. Today, many people and countries are showing interest in dining and cooking, subsequently which has resulted in an

Effective partnership working Essay Example for Free

Effective partnership working Essay A partnership is an arrangement between two or more groups, organizations or individuals to work together to achieve common aims. Effective partnership working must have some sort of personal stake in the partnership. All partners should work towards the same goal. The partners should have similar system of beliefs and work together over a reasonable period of time. Partners should understand the value of what each of them can contribute to the set aim. Both should respect and trust each other. Partnership working also shares creativity, and responsibility. Working together can highlight different issues, problem and solutions and there is more potential for productivity or effectiveness. All partners must always tell each other what is planned and consult everything together before making any decisions. They must act together as everyone working towards the same outcome. 1.2 Working in partnership with colleagues it’s very important .We all need to work in the same way and be consistent. People I work with on daily basis are the best source of advice and information needed when some issues may arise. By working together I am able to see all recorded information and being able to use them when needed .Communication within the home is a key to effective support .By working together everyone can be supported and all ideas can be taken into consideration on meetings and solving issues become easiest. Working with other professionals like Learning Disability team or Intensive support team also gives me a different point of view on situation and this way I receive support from qualified and understanding people. I can share information and seek advice .This way I get an excellent feedback and much needed support .Some individuals have a complex needs which are very difficult to cope and seeking support from others is very important .Organization receive different training and do specialize in giving help .Therefore maintaining good relationship with them is important to provide the quality support for Service Users. Working in partnership with advocates is needed when Individuals have a lack of capacity and have no one who can act on their behalf . Working together with independent advocates shows that setting follows the guidelines and regulations .Independent person can see the different point of the situations discussed and help to decide what is  the best for the person concerned .As a support staff will share all relevant information with them and act on the best interest of the individual. Working with families, Service users, friend of individuals give me a never ending source of information’s so I’m able to provide the care they want .By working together we gain information and that can help make Individuals live easier in the care setting. This way parents feel valued and respected. Parents and family feel comfortable when visiting the setting talking to and planning with workers .Every opinion must be valued and treated seriously as we all want the best for the Service Users .Talking and working together with individuals gives us a chance to get to know they likes and dislikes and be able to make them happy. 1.3 Partnership is about relationship between people and the aim of it is to achieve what couldn’t be achieved alone. By working together we build a relationship. We improve outcomes and achieve more equal life for the individuals and better future for them. Because everyone works together Service User can feel safe and have choice of where and how they want to live. As staff I need to listen to them and give them choice and information’s must be available in the right format .Individuals feel valued and respected. They know that there is a lot of different people who are happy to help and give advice .It also makes staff feel more valued as they have they say and their opinion is more valued what means that they are more happy to stay in the work place like that.

Analysis Of Giddens On Agency And Structure Sociology Essay

Analysis Of Giddens On Agency And Structure Sociology Essay Anthony Giddens, a famous writer on society, had developed his thoughts in his books year after year. His book titled, Constitution of Society, written in the year 1986, has leaded him far ahead to achieve his goals. Each of the chapter, in this book; has covered the agency and structure theory and proposes good statements (Giddens, 1986). The author has clearly described what he means with the agency term. He has also given due focus on time and the social actions for space. The discussion on the ways of handling different norms by the people, and the social constraints that exists in the society, are done as well. In addition, he uses empirical research in his book to elaborate further the aspects associated with structure and agency within the society. The text thus discusses the routine practice, which becomes a social act as a principle of duality for the agency- structure relationship. It aims to understand what the strength areas covered in the text is. Additionally, weaker sections are also given consideration. Thus, the report here discusses about various aspects of relationship that exists between agency and structure. The notion of duality by the author is considered too, with due focus on the book Constitution of Society, by Giddens. The notion of studies done to relate the two terms is also covered within the scope of this report. Furthermore, the researchers involved to explore the term are also discussed hereon. This helps in understanding the extent to which both the terms are integrated in this society. These all have helped to reach to certain outcomes of the report at the end. Discussion Agency and structure have been termed as indispensible parts in the social context. These terms are required to relate at one or the other instance. Agency is termed as the capability of individuals to generate wide variety of powers in causal term, while the structure is the set of rules and regulations existing within the society (Frohlich et al., 2001). The relationship between these two instances is yet to explore. Some of the researchers stand in the point, that the two terms inter- relate in themselves, while others consider these as different terms. There does not exist, any discussion of relationship between structure and agency in real terms (Macintyre, 1997; Frohlich et al., 2002) according to some of the researchers. While others state that, these structure and agency are considered as co- dependent and recursive in nature (Nussbaum and Sen, 1993; Sen, 1992). This clearly demonstrates how conflicting the terms are in social context. There is no generalized thought in this arena, instead complete satisfaction and dissatisfaction is noted for the question at hand. This needs to be further explored to understand the concepts associated with the terms. There are different contexts, which integrates the agency and structure. Structural forces are the main determinants for the relationship between agency and structure (Williams, 2003). Thus, the structural forces shall be considered in discussion to understand the concept associated with the terms. This might also help in exploring the text by Giddens in a better manner. Although, in his writings, the discussion of structural forces is missed, he has attempted to use time and geography as basic parameters in his studies. There are number of authors who studied about the relationship of agency and structure (Musolf, 2003; Callinicos, 2004), however the work done by Giddens is important to note in his books such as Constitution of the Society (1986). Most of the writers believed that agency and structure are different terms; however, Giddens consider them as similar. Giddens consider these two as different ways to look one thing. Researchers contribute to routine activities, i.e. those that take place in a similar manner for continuation. Routine activities are considered as social for the organization, as these activities occur in regular fashion. This regular fashion further becomes the set of rules for the society. These rules act as the social orders for an organization. Giddens also consider that time and space results into organizing us in a better manner. Time and place are being considered as important aspects not only for the agency but also for the structure of society. The author considers the time as an aspect, which affects the routine practices. Proper time management is helpful in attaining good routine activities. Thus, author lays focus on right use of time to obtain maximum outcomes. In case one wishes to generate results, there is the need to perform with dual nature. The collaborated approach of using structure and agency is required at such instances. This would entail proper use of time management technique to minimize the wastage of social time. The author thus lays importance on the time. Time is the aspect that demonstrates routine activities. Time is an indispensible part for ones life. He considers people to utilize properly the daily schedule, to make optimal use of time. In case one does not use time in a proper manner, it mi ght result in losses of ones routine plan. Giddens also discussed about the consequences attached with improper use of time management. In case, one does not use the time in a proper manner, it affects the routine activities of an individual. However, if one wishes to work on his knowledge, he can act well in this arena. This affects the agency structure by the mismatch that generates due to lack of control on structure concerned of an entity. For the society to develop with its full potential, it shall discuss the relation between structure and agency (Hay and Wincott, 1998). This shall not be ignored. Giddens had worked to elaborate the point further. However, his writings were not able to describe clearly the point due to lack of clarity in his thought process. His attempt to contribute to agency structure relationship was though worth noting, but for a new reader, it becomes a point of confusion. Giddens, in his book named as Constitution of Society, had not given any clear definition of the terms considered in his writings. The content seems tough to be understood by a reader who has not gone through the previous writings of the author. Thus, it necessitates the basic concept to be clarified, before going through the book. The relation between agency and structure is always at perennial (6). It is not a one-time process. The author thus attempted to describe the relationship considering the time-geography too. This was in line with the time management of the author. This demonstrates the importance of time, and its relation to the geographic unit. The ways geographical parameters change with time are also discussed. Additionally, the variation of structure and agency with different time and geographic locations is considered in the study as well. This relationship between agency and structure is also well studied by researchers such as Rothstein and Hall (1993), Thelen, and Steinmo (1992). This is the reason, many researchers attempted to explore the relationship. However, the complexity associated with them in social context has acted as a hurdle to describe the two characteristics. Giddens further followed the tradition in his writings. He was unable to thoroughly explore the relationship between the two terms. The agency and structure were not thoroughly discussed in his writings. The discussion on duality of these terms was there though; the basic concepts associated with them were not described. Thus, on looking other side of the coin, we can see that the book of Giddens lacks in clearly describing the duality and social practice concept. It does not describe the ways in which practices are constituted, the way in which it relates social system etc. The book also misses practice concept, which is important to attain sust ainable analysis. Thus, the book is tough to understand for someone, who has not read previous books of the author. It directly summarizes the duality structure for understanding the agency- structure relationship. This way, he created a sort of confusion situation in the minds of readers who have not read his previous writings. For an individual to understand the text by Giddens it becomes mandatory to understand the basic concepts associated with the topic; else, it would become tough for them to understand the discussion done in his writings. The authors lacks in discussing the reason, why people want certain things. It just discusses the wants of people. The subject here is constituted in a social manner. There is also the discussion laid that wants arise from the needs, which are related to ontological security. The theory discusses the way individuals can achieve proper results using the agents. Thus, the concept of agency- structure relationship has always been a tough task. It is with not only Giddens, but also the researchers such as Dahlgren and Whitehead (1991) had failed to establish a relationship between these two characteristics of society in the daily life of the world. There is thus the need to understand the basic concepts in hand. The social context, with reference to time is to be understood at initial stages. This would help in creating a framework for the point at hand, and the integration of these two characteristics of society will be done in a better manner. The research in todays life is exploring further the structure and relationship and the behavioural pattern (Williams, 1995). These further explorations are expected to help the society in analyzing these duality and routine practices in the right manner. There would be lack of clarity, and the outcomes will be with a stronger research background. Thus, the main point of confusion exists to know the re lationship between structure and agency (Gerhardt, 1979), which if explored by the researchers, can lead to attain certain outcomes, which would help us in further understanding the concept at hand. This would entail the need to use proper time management techniques. The weak background of Giddens shall not be over- focused, but shall be given an opportunity of further exploration using the basic concepts at hand, to reach to the outcomes. This would help us to attain the results at a greater pace, and with clear outcomes, which does not have conflicting situations, as at present. Conclusion On considering the notion of duality and the social practice of relationship between agency and structure, we have come up with some important findings. We can interpret that the writings of Giddens are quite conflicting at certain instances. These act as the constraining and enabling at the same time. At certain instances, Giddens talk about the practical aspect of life. He considers time as real and factual to work out on the life. However, at other instances assumptions are encouraged by the author. This raises the problem of lack of clarity in his thought process. Additionally, the complexity involved with the writings of Giddens, enforce one to go through the basic concepts, prior to reading the text under review. Thus, there was a mixed approach obtained. At some instances, it was noted that the structure and agency are well integrated with each other, while at others there was noted the lack of control and dependency of one characteristic on the other. This mixed approach has resulted in further elaboration of the associated concepts, which would help in understanding the point. Else, it would be tough to understand this text in hand, with lack of control over the text and lack of clarity by the author. The basic concepts can however be of great help in understanding the concept at hand, and the associated relationship. Thus, overall the text was a good collection of data, but lacks clarity and mandates the reader to go through basic concepts, prior to going through the text at hand. This way, one would be able to understand the associated characteristics in a better manner.

The Record Companies Decrease in Sales :: Music

The Record Companies' Decrease in Sales The music business is experiencing a recession where record sales are reaching all-time lows. All record companies have in the last few years experienced a considerable decrease in sales. Finding the cause or causes of this has naturally become a major concern for all of them. Some blame the recession in the West in general, but that can hardly explain why one industry is losing out so much more than others. Music today is less from the heart than it used to be only ten years ago. It is mostly a purely commercial product to be used up and thrown away. A lot of modern music has a short but intense life span. People are not prepared to pay as much for a 'disposable' product as they are for a 'reusable'. The hit song of the week is fed to us all through radio and TV so intensely that we need not buy the record. And when it is no longer broadcasted no one remembers it. Attempts to change this and promote more quality, depth and originality in music have not been very successful. The whole entertainment business is ruled by trends and, quality seems to have gone out of style To simply lower the price of a CD is a commonly suggested solution, naturally advocated by the buyers. But no business favors such a remedy. Not only since it reduces their income but also because it sends out the wrong signals to people. It gives the impression that the product is worth less and that the customers have been charged too much before. And if the price can drop by ten per cent this year people might expect it to drop another ten per cent next year. A better settlement could be enhancing the product and giving people more for their money. Thanks to modern technology there can be so much more included on a CD than just music. A computer with a CD-ROM drive, which is becoming quite common, allows us to read several different kinds of information off a CD. A short interview with the artist or 'behind the scenes' features can be included as so called 'Quicktime movies'. Lyric sheets, discographies, extensive biographies and even sheet music can also be added easily. Text files have such small memory requirements compared to sound that the Bible can be stored in less space than a normal length song! There have already been several Cds released which include a

What is Education? :: Learning Learn Scholastic Essays

What is Education? To really think about what education is, it is practically anything we view it to be. Whether it may be formal or informal schooling, such as learning about the way mobs are run from your uncle, Fat Tony or someone, education is all these things. Of course, growing up I tend to have had this notion that education only involved Math, English, Science, and History, and now as I reflect, I thought about how stupid I was to think that. I know now that education is, and always will be anything we view it to be. I have learned a great deal from my formal schooling, but the education I seem to treasure most are the experiences I learn in life. When I think about all the situations I have been through and having been able to learn something from it is just simply a wonderful thought. I like it best when James Spayde said that the whole world around us is like a big classroom in which we are always constantly learning. In addition, another saying that has also caught my attention was when Mik e Rose said in his article, Lives on the Boundary, "Education is like one culture embracing another (107)." And through these statements, I have come to realize that though the classroom education is important, it seems that learning in your own environment, through experiences and trials, is the most priceless education of all. In the following paragraphs, I will explore the many ways in which education can be anything we view it to be in respect to bell hooks article, Keeping Close to Home: Class and Education, Mike Rose article, Lives on the Boundary, and Jon Spayde's article, Learning in the Key of Life. In bell hooks article, she talks about an essential main point that seems to resonate through her whole article, that point being talks about assimilation. Looking through her eyes and seeing the process of assimilation through them, we can see how she views what education is. Before talking about this whole topic about assimilation, we first need to look at some facts that lead up to the topic at hand. When hooks was given the opportunity to learn at Stanford University, she took the opportunity to do so. The first problem she faced was with her parents. Hooks mother expressed to her that she did not want her to go so far away from home and that the colleges around there were just as good.

Ephedra (Ma Huang) :: Botany

Ephedra (Ma Huang) Ephedras species are an evergreen shrub, native to North China and Inner Mongolia. It's yellow/green branching shrub growing to an average of 20 inches (50cm) with long narrow, sprawling stems and tiny leaves, can be found in desert or arid regions throughout the world. Its color can be green, gray, or red, depending on the species. The plant has small greenish yellow flowers and tiny nodes (joints) on the stalks (2). Ephedra is propagated from seed or by root division in autumn and demands well drained soil. It usually grows on dry, rocky or sandy slopes, and loves full sun. It matures very slowly and is very challenging to grow (1). General Information Ephedra (common name) comes from the family Ephedraceae. It has several scientific names that depend upon the plants founding location; Ephedra major (American), Ephedra trifurca (American), Ephedra nevadensis (American) are found in North America; and Ephedra sinica (Chinese- Ma Huang) is found in Asia. Other varieties of Ephedra can be found in Europe, India, and Pakistan. Ephedra was initially found in a Neolithic grave in the Middle East. This evidence may indicate that Ephedra was used as a medicine more than 60,000 year ago. In China, Ephedra was the first herbal remedy to yield an active constituent, in this case ephedrine. The first isolation of ephedrine was in 1887, by a Japanese chemist, N. Nagai (2,5). Folk and Historic Traditions The Zen Monks used Ephedra to encourage calm concentration during meditation. According to a legend, a tea containing Ephedra was given to the bodyguards of Genguis Khan, to keep them from falling asleep on sentry duty. Mormon Tea, one of Ephedra's folk names, stems from the use of the tea by Mormons; it was used as a replacement stimulant for the coffee and black tea the Mormons couldn't drink. In the 1800's Ephedra tea was served in Brothels, claiming to cure gonorrhea and syphilis. Ephedra tea today is not used as a cure; it will not cure these STD's (2). Medicinal Values The Medicinal use of Ephedra in China dates from approximately 2800B.C. In 1923 the practitioners of Western Medicine began their interest in Ephedra. Soon after, ephedrine became widely used as a nasal decongestant, a central nervous system stimulant, and a treatment for asthma in America. The isolated alkaloid originally obtained from Ephedra species, have been used in a substantial amount of prescription drugs and over-the-counter decongestants and allergy medications (2,4).

Unit 1 Cache Level 3 in Childcare and Education

E1/E2 – Three different types of settings which provide care and education for children in the Birmingham area Primary School A primary school is a statutory sector which is funded by the government through payment of taxes. By law, this service must be made available to young children in the UK. The targeted age of children that attend Primary school ranges from 5 to 11 years of age. A Primary school is a structured environment which helps support young children to develop and perfect basic skills needed in life; some of which are: reading, writing, and social skills.Primary School starts at 9am and ends at 3:30pm depending on a breakfast or after school clubs. Like any other organization, there is an organizational structure by which each school must have. Within a Primary School, one will find a Head Teacher, Class Teachers, Dinner Ladies, Care Takers, Cleaners, Cooks, a Chef and also Teacher Assistants whom help to keep order and maintain a class room in a Teacher’s absence. Teachers within a Primary School are obligated by law to teach from the National Curriculum which is distributed to every Primary School. The ratio of teachers to children is twenty-eight to thirty.A primary school also helps support parents and families, for example; while the parents are at work their child and/or children are at school in a safe environment whilst gaining an education parents can work and provide a better quality of life for their families. Play group A play group is a voluntary sector. A voluntary sector is a service provided by organisations such as charities where some or all of their funding come from donations the practitioners here often give their time freely but must be trained to level 3 in childcare and education or working towards it.The age range of children in a play group is two to three years old and children have to be dry throughout the day (being potty trained). Play groups are free and are two hours a day twice a week and can be done anytime throughout the day. Staffs at play groups are voluntary. All the staff at a playgroup is trained to a Level 3 in Childcare and Education and is required to have a Criminal Record Bureau Check. With the play groups, parents have to stay and allowed to help but must have a Criminal Record Bureau Check also.This setting supports families in the community if they are feeling isolated mums can socialise and chat about problems that other mums may be experiencing too. A variety of activities are done in a play group (e. g. painting, story time, colouring time) helping children with their social skills which helps them in moving into educational nursery at 3 to 4 years old. Play groups are supportive for parents because they help Moms and Dads to share problems with other people with rather similar or same experiences, have a cup of tea or just talk with other parents.Private Day Nursery A private day nursery is a private sector which is a profit making service. A private day nurse ry opens from 7am and closes at about 6:30pm parents pay a weekly or monthly fee. The age range of children in a private day nursery is three months to five years old. The staff at a private day nursery â€Å"Nursery Officers† has to be trained in Level 3 Childcare and Education. Children within a private day nursery are split into four different age ranges.Three months to five months are in Baby Room where there is allowed one staff member to three babies. Twelve months to twenty-four months are in Toddle Room, two to three years old are in Tweenies and three to five years old are in Pre-School. A private day nursery help supports parents because it is more family orientated and the setting is very much like what parents do at home with their child or children (e. g. caring, bottle feeding, changing nappies).A private nursery also supports professional parents who can afford to pay to take their child to a day nursery and don’t have to give up their work (e. g. doctor s, entrepreneurs, nurses) to start a young family. E3- Describe the main legislation in your country that supports the rights of children. There are four main Legislation that deal with children’s welfare within the Birmingham City that supports the rights of children and these Legislations are: Children Act 1989- (Partnership with parents is crucial)The Children Act 1989 introduced â€Å"parental responsibility† not just parental rights so therefore statutory services like schools and nurseries must include â€Å"Partnership with Parents† Within my setting and by the Children Act 1989 that came in to force in England and Wales in 1991 it is important for the practitioner to be in partnership with parents. This is to ensure that the needs, interest and decisions of the child comes first and are being met. Also, it is by law that parents be responsible and knows everything about their child when they are away from them or home.This can be done by having a two way relationship with parents for example parent’s evenings, this is when staff discusses children’s progress open days so parents can come in be welcomed and look around their child’s school or nursery. There can be coffee mornings, sharing information or just giving feedback to parents when they pick their child up from school at the end of the day. The welfare of the child is paramount and that is why partnership with parents is crucial.Many schools and nurseries also have bi-lingual staff for children who do not speak English fluently so that the parents are fully aware of what is going on in a school at all times this helps to meet the Equal Opportunity policy of the setting. Children Act 2004- (Stay Safe) The five outcomes of Every Child Matters are the central focus of the Children Act 2004. This Act is the amendment of the Children Act 1989 which came about because of the death of Victoria Climbie who was tortured and murdered in 2000 by her great Aunt and even though lots of professionals dealt with the case it still led to her death.The Lord Laming Inquiry made changes in schools because he felt that organisations were not working together to support young venerable children in the setting. The Children Act 2004 was made to ensure that services for children and young people worked together to make sure children are safe and their well-being is adhere to. For example one of the outcomes is â€Å"Stay Safe† in Every Child Matters and is of utmost importance. Within my setting as a practitioner you are to make sure that children within the setting are safe by following the Health and Safety policies.For example, knowing what allergies as a practitioner that a children or children may have within your setting or making sure that the right person â€Å"Parental Responsibility† picks them up from school at the end of the day. Childcare Act 2006- (Local authorities must improve the outcomes for all children under (5) five. Th ey must take the lead role to meet the needs of working parents, in particular those on low incomes and disabled children). The Childcare Act 2006 came into force from Autumn 2007. The main part of this Act is the establishment of the Commission for Equality and Human Rights.The (EYFS) Early Years Foundation Stage came out of the Childcare Act 2006. The main reasons why the Childcare Act 2006 came into force were: To ensure that local authorities improve the outcomes for children and young people under (5) five years and this must be available despite the area in which they live. This affected the curriculum taking into account children’s rights and backgrounds for example the EYFS is taken into account and reformed simplified children and early year’s regulations farceur to reduce bureaucracy and focus on raising equality.Schools made sure children were heard their cultures celebrated for example displays were bi-lingual Sure Start centres supported families that were in deprived areas whilst mum was in the setting learning English for example a child could go to the playgroup at the same time. If a mum could learn English she could gain employment and this seemed to be the idea to help and support the whole family. The UN Convention on the Rights of the Child – (Enough Food and clean water for their needs) UN Convention on the Rights of the Child 1991The United Nations Convention on the Rights of the Child grants all children and young people (aged 17 and under) a complete set of rights. This legislation was authorized on the 16th December 1991 and it came into force in the UK on 15 January 1992. This legislation ensures that the children and young people’s rights are upheld, giving them the rights to: protection and assistance, access to educational and health services, to develop their personalities and abilities to their fullest potential, live in a happy environment with love and care and understand their rights.This helps pre vent children from being miss treated, abused and neglected from their basic needs and rights, therefore providing them with the support and opportunities that each child/young person should rightfully have. Article 28 â€Å"A child’s right to education with access to equal opportunities. † So as with other children’s laws, schools must take into account culture, different religions, and language barriers so that all children regardless of their ability can be fully included in their setting. http://www. dcsf. gov. uk/everychildmatters/strategy/strategyandgovernance/uncrc/unitednationsconventionontherightsofthechild/ (accessed on)E4- Describe the recognise principles and values that underpin working with children. Two recognised principles and values that underpin working with children are: The CACHE Statements of values to reflect the early year’s sector’s standards of conduct. The CACHE values are important as they represent the professional way of how professionals and practitioner should work with children, young people and their families. A CACHE value that underpins working with children is, ‘Honour the confidentiality of information relating to the child and their family, unless its disclosure is required by law or is in the best interest of the child. It is by law that the practitioner and professionals follow and sign the Data Protection Act 1998. This is to ensure the protection of personal information and the information stored on a person must not be given out without that person saying so. Also, nor should it be kept for longer than necessary. Whatever is said within a setting stays in a setting in doing so, practitioners must be aware of the information you give out too. For example all documents are kept under lock and key in the staff office and only looked at on a â€Å"need to know† basis for example in a case where a child is at risk of abuse.Keeping the child’s information confidential is to ensure the safety of that child but also, some information for the child must be given to ensure the child’s health is not at risk for example, if that child has an allergy to certain foods or is an asthmatic this information needs to be shared with staff that deal with that child so they can support the child if they have an attack. Early Years Foundation Stage (EYFS) – ‘A Unique Child’ As a practitioner it is your duty and responsibility to treat each all children in the setting as individuals therefore a ‘Unique Child’.Children are all different and have different religions, backgrounds, race, and personalities and celebrate different events. The diversity of persons and communities is highly valued and respected. Neither child nor family should be discriminated against. Within many settings there are children who have Special Educational Needs (SEN) and English as an Additional Language (EAL). It is then there when you as a practitio ner to ensure that Equality and Diversity is shown. Throughout the setting and ensure that children regardless of ability enjoy a full educational life which will help them take part in society and develop as an individual.You as a practitioner must also encourage children to recognise their own unique qualities and their characteristics and share them with others. In return, this can help the setting and the children within the setting understand and accept the differences of others and respect them. Also within the schools they are to ensure that children’s needs are being met, by bringing in other professionals to help with the child. Within my setting, a speech and language therapist came in to work with one of the children within my setting because the child has dyspraxia and in doing so she comes every other week.Being the student practitioner the placement supervisor in my setting let me set one day and observe and learn about what she does with the child so that when she isn’t there I can help and work with her that the child to help them with Specific Mind imperilment, Building Language Develop and Speech Work with Vowels Sounds, using big mouth pictures and other activities. E5- (throughout) E6 – Describe three (3) professional skills that will support your work with children. Member of a team Practitioners must work as a member of a team. Practitioners who work well together make it happy, organised and easy going.Where team members work together well it is important to ensure that the individuality of children’s needs is being met. Practitioners know the procedure and routines that are to be done within the setting for example, if a staff member is ill or just feeling very poorly, other staff can easily fill in or cover for her knowing the procedures to be taken place. As a practitioner being an effective member of a team is important to make it easy going, share knowledge and information but not only that, but to show a nd set an example to children of working as a team and making a positive contribution to your setting as good role models.Communication Skills There are three types of communication verbal non-verbal and written. Practitioners speak to parents with respect no use of jargon or rudeness they may not know childcare as detailed as staff members. If there is any kind of language barriers then an interpreter will be supporting the parent as everyone must be included within the setting. Also, nonverbal communication is gestures for example a smile to greet a parent or child in the morning is important as is the Dress code wearing a uniform to look professional gives a good impression to everyone.Written communication will be in the forms of letters again these should be bi-lingual and represent all the children’s languages that attend the setting. Communication skills are also relevant to ensure that the children’s safety and security are maintained within their homes and at school. Having the skill to put the child’s needs first It is important that a child’s needs are recognised and prioritised early. Practitioners should be able to empathise with the child in order for the situation to be resolved as it provides understanding and recognition of individual needs of a child.If a child had a new baby in their family for example and their behaviour changed this could be resolved in the setting if the practitioner used play, in the role play area the child could play with the baby dolls discuss their feelings one to one with the practitioner and the practitioner could encourage the parents to help the child by asking the child to help with changing baby for example to make the child feel important and raise their self-esteem. Also an ethical issue which should be abided with at all times when working with children is confidentiality.Staff should never gossip about children in front of others information should be kept under â€Å"lock and k ey† in the setting and only available to staff on a â€Å"Need to know† basis for example if there was a concern over a child in the practitioners care. Children have many different backgrounds therefore to feel their needs are first the setting should welcome their culture, background and religion and celebrate it. A child who has their background in the setting e. g. Cultural Displays or books that are bi-lingual for children for whom English is an additional language will feel very much valued by the practitioners in the setting.Interpersonal Skills As a practitioner interpersonal skills is an everyday life skill that we are to use to interact with parents, other practitioners and other professionals. This skill not only includes communicating, but also helps with our self-confidence and the ability to listen and understand. Problem solving, making decisions and personal stress management are also deliberated as interpersonal skills. Being aware of your interpersonal skills can help you improve and develop being more perceived as calm, confident and charismatic. These qualities are often appealing to others.E7- Three Study Skills that can support you’re learning during training. Time Management As a practitioner it is essential to have good time management skills. In order to be punctual, be a positive role model, meet assignment deadlines, and prepare for an exam or to plan, one must have good time management skills. Developing time management skills is a journey and needs practice and guidance along the way. Time management skills help student practitioners to become aware of how they use their time wisely for example in organizing, prioritizing and succeeding in their studies.In the setting for example the staff need the trainee students to arrive on time so that they can set them routines or prepare the setting for the children to arrive this gives a good impression to parents, children and colleagues. Research Skills While on placem ent as a student or practitioner, it is important to have good research skills. In order to do so, you must be able to find good solution or sources needed to find any relevant information. Some sources of information are internet websites, leaflets and journals, libraries, magazines and newspapers, books and museums.By looking at these forms of information the trainee practitioner can then find out current information on childcare issues especially for assignments. Learning Styles As a practitioner and student, it is important to know that everyone processes information differently and learns individually too. It is important that you notice the way in which you learn and study. These traits are referred to as learning styles. Knowing your learning style can support you when revising or learning for tests. There are three types of learning tyles often used or talked about which are: †¢Auditory – learn by listening. †¢Kinaesthetic- learns by moving or doing †¢V isual- learns by watching As kinaesthetic learner, I process information and knowledge easily by physical sensations and communicate using body languages and gestures. I like to show people how to do something than telling them and enjoys feeling and touching things. D1 – Explain why the practitioner should develop and maintain appropriate relationships with parents and other professionals.As a practitioner maintaining appropriate relationships with parents, students and other professionals is important. One of the most relevant skills is learning how to stay professional while being friendly. Children Maintaining appropriate relationships with children is crucial often practitioners will get down to a child’s level have eye contact and are approachable. The practitioner needs to build up a close bond with the child but not take over or try to be a parent. The reasons practitioners build a relationship are to build trust and raise a child’s confidence.It is impo rtant to bond with a child so they can discuss anything that is bothering them e. g. not being able to complete work or worrying about a home situation. If the practitioner knows the child is falling behind in their work they can get support from other professionals if needs be such as a child psychologist to ensure that the child reaches their full potential. Ultimately a child needs to be happy in their setting and want to be there so the practitioner should be caring and supportive at all times. Parents Having appropriate relationships with parents is very important.The term ‘friendly but not friends’, is often used when having professional relationships with parents. â€Å"Partnership with parents† is crucial and that is why appropriate relationships are needed to meet the Every Child Matters outcomes/Children Act 2004 by law. Practitioners need to include parents so if they are worried they can discuss issues with the practitioner parents need to feel practi tioners consider their needs for example if parents wish their child to be vegetarian due to religious views the setting must make sure this is in place.Trust is important so staff follows the confidentiality policy and signs this when they start at the setting, if staff â€Å"gossip† about parents then trust would not be formed and parents would not share vital information with the practitioners. Often there are coffee mornings open days and parents at the setting who come in to support the children all must have a CRB. Other Professionals Having an appropriate relationship with other professionals is not only by law of the Children Act 2004, but to help the practitioner ensure of the safety policies for children within the setting.There are many other professionals that help to ensure that children reach their full potential which are translators, speech therapist, psychologist and much more as practitioners are not trained in every area of childcare. Other practitioners co me with a range of skills to support children with differing needs they often share skills and knowledge and are able with meetings to discuss and plan for a child with special needs not only with students but with other professionals. Tassoni etal ( 2007 pg. 1) â€Å" â€Å"With many services coming together in a multi-agency approach, it is essential that everyone working with children and their families communicates well and understands their roles and responsibilities. † Respect should be part of this relationship as both the other professional and the practitioner need to work well to meet the needs of the child. The child needs support to be fully included in a setting and their parents are supported to in a â€Å"multi-professional† approach to care.For parents and children to get the best resources and support for aids in the home benefits, or activities within the setting the relationship between the practitioners must be excellent. For example if the practit ioner is supported this will give them job satisfaction knowing they can support a child. D2 – Discuss the characteristics of working in a multi-agency team. The term ‘multi-agency’ is when if a child who attends the setting has a disability they may need support this could be numerous professionals may be involved in the supporting of children and their families.With this type of approach used as support for children and their families, there are lots of benefits. Multi agency meets the needs of and supports individual children to be fully included in their nursery or school work or to support a parent in a stressful family circumstance. Many parents may feel isolated with a child who has special needs. Tassoni etal ( 2007 pg 11) â€Å" In practice, this may mean that parents may be able to leave their children in a nursery while in the same building or nearby they attend a parenting class or take a younger baby to the health clinic. In the setting a parent can have specialist training such as learning English as an additional language while their child is at the setting in the playgroup this then gives parents the chance to seek employment with their new skills. The ‘multi-agency approach’ having another professional is useful to the practitioner in helping children reach their full potential. For example if a speech and language therapist came into the setting they would support a child and the practitioner could pick up ideas to support the child within the setting.It also helps professionals and practitioners are aware of each other’s role, in supporting families giving job satisfaction communication is important by getting regular meetings or phoning parents to attend this would help support everyone. B – Explain why it is important that practitioners understand the limits and boundaries of their role when working with young children. Two reasons why it is important that practitioners understand the limits and boundaries of their role when working with young children are: Follow Policies and ProceduresWithin my setting practitioners should follow policies and procedures to ensure the safety or children because children are vulnerable and their safety is mandatory and conforming to legislation. Not only is it law to ensure the safety of the children but of the staff as well. To ensure the safety of children the â€Å"Every Child Matters† outcomes are also necessary to ensure a child’s safety. Some Policies and Procedure that the setting should follow are; †¢Health and Safety Policy †¢Equal Opportunities Policy †¢Safeguarding PoliciesTo ensure Health and Safety within my setting, at my placement, if a child has bumped their head, the practitioner goes directly and attends to the head bump, apply a cold compress to the head bump, write the accident into the medical or accident book, send a letter home to parents letting them know that their child has had a he ad bump today and tell the child’s parent to observe the child closely for 48 hours to see if the head bump has changed or worsen. Also if the bump is serious the child must be taken to casualty immediately by a designated staff member.Also, to ensure equal opportunity in my setting and at my placement, a practitioner should not treat children like they are all the same. They should treat children as a â€Å"unique child† and individuals. Therefore the setting will support children regardless of their background ability or culture and celebrate Diversity in displays in activities for example if there is a language barrier an interpreter would be needed for the child to translate no child should be disadvantaged because of their language. Conforming to Legislation Every setting should follow all childcare legislation including policies and procedures.When every member of staff starts at the setting they need to be made aware of the codes of practice. Within the setting, there is a code of practice that is a document with professional standards that the employee should meet which are: †¢keeping confidentiality †¢Dress code †¢arriving on time †¢Health and safety e. g. washing hands –being a good role model. When I started at my setting, I had to find out about a number of policies and procedure like health and safety, equal opportunities, and safe guarding so I knew what I had to do if anything happened.At my placement, to ensure safe guarding, if anything has happened to the child that is deemed the child is at risk, the safe guarding person should be contacted immediately. Also, for persons coming within my setting to work with children they should have a CRB Check, doors codes and most importantly practitioners should know who picks a child up at the end of the day for example who has â€Å"Parental Responsibility† Children Act 1989 /2004. Schools should know which parent has parental rights or parental responsib ility to ensure the child’s safety.If someone else is picking up a child the parents must inform the setting of this and state who is coming and they have a code to collect the child. This is part of safeguarding the child and makes sure no child is put at risk. Tassoni etal (2007 pg 100) â€Å"Every setting will have a child protection policy. You will need to find out whether you need to wear a badge, how to sign in and also in what situations you may work with children. † C – Explain why the early year’s practitioner should listen to children’s views and value their opinions. Self EsteemOnce a child has established what they think they are like, they then consider whether they are happy with the result. Having a high self-esteem is being happy about your where as having a low self-esteem one can feel as if they are not measuring up. As a practitioner you should always encourage and promote high self-esteem. Ways in which you can do so are by giv ing a child one to one help, praising them and most importantly listening to a child who isn’t happy and also, take time to support them. We can also do this by taking a child into another room, using a persona doll or just doing special activities with everyone in the class.Trust Children and young people must feel as if they can trust you as a practitioner. For young people, trust means knowing that someone believes you and is also approachable. As a practitioner children often need to build a close bonding relationship with you so the child can express their feelings and concerns with you so that the practitioner can help to or make them feel better. Culture It is relevant that not only are a child’s needs are met, but that their customs and wishes are fit of the parents. As a practitioner you are to be aware of that all children come from different backgrounds.The celebrating of different religions and events from different backgrounds should be celebrated within y our setting to promote equality and diversity. As a result, children will have different views and opinions and needs within the setting for example, in a Muslim’s religion, they don’t eat pork. As a practitioner you will need to make sure that they don’t eat pork but offer an alternative menu. Involving a child’s culture or religion within the setting with doing certain activities a child will feel the practitioner valuing their parent’s culture or religion and they will feel valued too because of this. Child ProtectionWithin every setting there is a child protection policy. As a practitioner it is relevant to be aware of how to keep children within the setting safe. By law (Children Act 1989) practitioners should work with partnership with other professionals and parents to keep children safe and ensure that they achieve their full potential. In keeping child safe, you would have to keep them from abuse. Children within the setting often tell pra ctitioners things that may raise concerns and you may have to relate it back to the Safe-guarding officer at the school but to ensure that you keep the children aware of what is going on.As a practitioner you are not allowed at some setting to be alone in a setting with a child for not only are you protecting the child, but you are protecting yourself as well. Some ways in which we can protect children within the setting are: * Having visitors sign in and out of the setting * Avoid physical contact with children * Looking around the placement before break time for any dangers within the setting * Knowing who picks up the child at the end of the day.