Play Therapy Essay

Sometimes children go through difficult passages in their lives. It therefore becomes prudent to provide them with effective ways of helping them ease through these passages. Infact, children are good teachers and they know what they want and what is right for them (Kottman, 1993). All they need is just space to do it. Play therefore becomes very important in releasing these pent-up emotions, feelings of anxiety, fear disappointment, aggression and insecurity (Chethik, Morton. 2000). This brings us to the issue of play therapy. What is play therapy? Play therapy refers to a method of psychotherapy with children in which a child’s fantasies and symbolic meanings of his/her play are used as a medium for understanding and communication with him/her (Landreth, 2002). Through this method, the child is helped to control his/her emotions, thoughts, wishes and needs using games, toys and mediums such as clay, drawings and paint. By doing so, the child is helped to understand the muddled feelings and upsetting events that he/she has not had a chance or skill to sort out properly. Thus through this symbolic representation, the child gains a sense of control over events that in reality, seem uncontrollable. Unlike in adult therapy where one has to explain what is troubling him, children use play to communicate at their own level and pace without any feeling of interrogation or threat using toys as their words and play as their language (Landreth, 2002). Rationale for play therapy In play therapy, the symbolic of function play is vital in providing children with a means of expressing their inner world. This use of play therapy is rooted on a development understanding of children. According to Piaget (1962), children at the pre-operational stage (2-7 yrs) are acquiring language in which symbols represent mental objects. A child’s play in this stage becomes increasingly imaginary and fantasy-driven. The child is internally improving his/her understanding and knowledge but lacks the external ability to communicate this enhanced way of processing within the world. Play thus becomes the medium through which the child communicates this internal awareness of self to others. Piaget further asserts that during the concrete operational state (8-11 yrs) the child grows in his/her personal ability to reason logically and organize thoughts coherently. He/she is unable to express certain complicated emotions such as resentment or guilt due to the need for abstract thought to understand them. Play then helps the child bridge the gap between concrete experience and abstract thought. Landreth (2002) identifies basic principles necessary in play therapy. These include that children’s natural language is play, that they have an inherent tendency towards growth and maturity and lastly, and are themselves capable of positive self-direction since they posses the capacity to act responsibly. Play is a natural language from which children express themselves (Landreth, 2002). And as stated earlier, developmentally, it bridges the gap between concrete experience and abstract thought. Children gain a sense of control through play and also learn coping skills (Chethik, Morton. 2000). At times, children also receive other types of treatment. Children for instance that are unable to control their attention impulses, have a tendency to react violently, or experience severe anxiety would be included in play therapy. The therapy addresses the child’s psychological symptoms (Chethik, Morton. 2000). The child will also receive play therapy to alleviate low self-esteem feelings, excessive worry, incompetence and helplessness (Chethik, Morton. 000). In play therapy, toys are viewed as the child’s words and play as the child’s language – a language of activity. Play is then to children what psychotherapy is to adults. The use of toys enables the child to transfer his anxieties, fears, fantasies from his own feelings and guilt to objects rather then people. Through this process, the safety of children from their own feelings is guaranteed because it enables them to distance themselves from those traumatic experiences. By acting out a frightening experience symbolically through play, or reversing the outcome in play activity, the child moves towards an inner resolution and then he/she is able to cope with or adjust to problems (Axline, 1989). Through the play processes, the child is allowed to consider new possibilities not possible in reality thus greatly expanding the expression of self (Bratton. Et al. 2005). Also, within the safety of the play therapy experience, the child explores the unfamiliar and develops a knowing that is both experiential – feelings and cognitive. In a nutshell, the unfamiliar becomes familiar and the child expresses outwardly what takes place inwardly. Therefore, a major function of play in play therapy is the changing of what may be unmanageable in real life to a manageable situation via symbolic representation, through which the child is provided with opportunities for learning to cope (Axline, 1989). The process of play therapy The initial focus of therapy is in building a relationship between a child and the therapist. This relationship is what provides dynamic growth and healing for the child. It is therefore a very important tool because a child will readily express himself every time he/she feels respected and accepted. According to Landreth (1991), there are principles that should provide guidelines for establishment of a therapeutic relationship. Some of the guidelines include that the therapist is genuinely interested in the child. Also, the therapist experiences unqualified acceptance of the child and does not wish that the child were different in some way. He further creates a feeling of safety and permissiveness in the relationship so the child feels free to explore and express himself/herself totally. Landreth further asserts that the therapist should always be sensitive to the child’s feelings and gently reflect those feelings in a manner that encourages the child to develop self-understanding (Landreth, 2002). Additionally, the therapist should deeply believe in the child’s capacity to act responsibly and respect the child’s ability to solve personal problems and give him the opportunity to do so. He should also trust the child’s inner direction and to lead in all areas of relationship and avoid directing the child’s play. This therapist should appreciate the gradual nature of the therapeutic process in a slow manner, and finally he should establish only the therapeutic limits that help the child accept personal and appropriate responsibility. The primary objective of the process is not only to solve the problem but to help in the growth of the child. The therapist primarily meets with the child alone and arranges time to meet with parents separately or with the child depending with the situation. The structure of the sessions should be consistently maintained to provide a feeling of stability and safety for the child. In the session, the therapist uses specific techniques to assess how a child experiences his/her world and how he/she communicates and reacts to events and people in his/her own world. The child is led to become aware of what he/she is feeling and opportunities are given to express these feelings. Awareness is thus a very important aspect in play therapy because without it, change is not possible (Chethik, Morton. 2000). Throughout the therapy, the child is empowered and supported to learn more about who he/she thinks she/he is, to talk about things that are frightening or painful, to be self supportive as well as to experiment new behavior (Bratton. Et al. 2005). Since the child’s world is a world of action and activity, the therapy provides the therapist with an opportunity to enter the child’s world. The child lives out the past experience and related moments at the moment of play. Without the presence of play materials, the therapist could only talk with the child about aggressive behavior exhibited in the recent past. In play therapy however, whatever reason for referral, the therapist has the opportunity to experience and actively deal with that problem immediately. By so doing, the child plays out feelings by banging them to the surface, getting them out in the open, facing them and either abandoning them or learning to control them. Toys and materials Since toys and materials are part of this communicative process for children, careful attention must be given to their appropriate selection. The rule here is selection rather than accumulation. Please note that random assortment of acquired toys and materials often appear like junk rooms and they therefore doom the therapy process to failure. They should then be carefully selected for the contribution they make to accomplish the play objective and the extent to which they are consistent with the play therapy rationale. Some general guidelines to consider are that the tools should be durable and should communicate a message of â€Å"be yourself in playing† rather than â€Å"be careful. † They should provide children with a variety in choice of medium of expression. (Eliana, G. 1994). However, they need not be elaborate and above all they should not be complex. Remember that the first toys to be used were sticks. The tools should be age appropriately manageable so that the child will not be frustrated in his efforts to express himself/herself. No toy should require the child to seek the therapist’s help to manipulate. Landreth (1991) asserts that the toys and materials should facilitate establishment of a positive relationship with the child, testing of limits, exploration of real-life experiences, development of positive image, self-undertaking, expression of a wide range of feelings and opportunity to redirect behaviors unacceptable to others. These toys can be grouped into three basic classes viz; real-life toys such as a doll, a small cardboard box with rooms indicated by tape strips or felt pen markers, doll house furniture, pacifier and a small car. Secondly, there are those acting out or aggressive release toys such as handcuffs, toy guns, dart gun and toy soldiers, aggressive puppets, rubber knife and punching bags. Finally, there are toys for creative expression and emotional release such as crayons, newsprints, blue scissors, hand puppets, plain mask, and also sand trays. Setting limits in Play Therapy This is a very crucial part of this process. The structure of the therapeutic limits is what helps to make the experience a real life relationship (Eliana, G. 994). Limits in play therapy have advantages both practically and therapeutically since they preserve the therapeutic relationship; facilitate the child’s opportunities to learn self responsibility and self control. Provide the child with emotional security and physical safety and thus enabling the child to explore and express his/her inner emotional dimensions that perhaps have remained hidden in his/her other relationships (Axline, 1989). Boundaries are necessary here to provide predictability and thus the children are not allowed to do anything they want to do. The play therapy relationship has minimum limits (Eliana, G. 1994). Exploration is encouraged, messiness accepted and persistence is the guiding principle. Play therapy is a learning experience and thus limits are not set until they are needed. The limits are worded in such a way that the child is allowed to bring himself under control. Research and Results Play therapy is an approach based on well thought out, philosophically conceived, developmentally based and research supported approach to assisting children cope with and overcome the problems they experience in life (Bratton. Et al. 2005). It has therefore been demonstrated to be effective in a variety of children’s problems including, but not limited to, abuse and neglect, aggression and acting out, autism, fear and anxiety, grief, hospitalization, learning disabilities, chronic illnesses, withdrawn children and burn victims. In the case studies reported by Landreth, the views that play therapy requires a long-term commitment is totally unfounded. Conclusion Play therapy can thus help a child to become aware of his feelings and how those feelings manifest into his/ her behavior (Bratton. Et al. 2005). He/she learns to become better at regulating emotions and expressing them in constructive ways. This combination of skills may help a child to become more assertive, self confident and to have self respect and respect for others. He/she then get this assurance that he/she will be understood and accepted.

Deception Point Page 32

Ming's lungs were screaming for oxygen. He held his breath, still trying to kick toward the surface. Breathe! He fought the reflex, clamping his insensate lips together. Breathe! He tried in vain to swim upward. Breathe! At that instant, in a deadly battle of human reflex against reason, Ming's breathing instinct overcame his ability to keep his mouth closed. Wailee Ming inhaled. The water crashing into his lungs felt like scalding oil on his sensitive pulmonary tissue. He felt like he was burning from the inside out. Cruelly, water does not kill immediately. Ming spent seven horrifying seconds inhaling in the icy water, each breath more painful than the last, each inhalation offering none of what his body so desperately craved. Finally, as Ming slid downward into the icy darkness, he felt himself going unconscious. He welcomed the escape. All around him in the water Ming saw tiny glowing specks of light. It was the most beautiful thing he had ever seen. 37 The East Appointment Gate of the White House is located on East Executive Avenue between the Treasury Department and the East Lawn. The reinforced perimeter fence and cement bollards installed after the attack on the Marine barracks in Beirut give this entry an air that is anything but welcoming. Outside the gate, Gabrielle Ashe checked her watch, feeling a growing nervousness. It was 4:45 P.M., and still nobody had made contact. EAST APPOINTMENT GATE, 4:30 P.M. COME ALONE. Here I am, she thought. Where are you? Gabrielle scanned the faces of the tourists milling about, waiting for someone to catch her eye. A few men looked her over and moved on. Gabrielle was beginning to wonder if this had been such a good idea. She sensed the Secret Serviceman in the sentry shack had his eye on her now. Gabrielle decided her informant had gotten cold feet. Gazing one last time through the heavy fence toward the White House, Gabrielle sighed and turned to go. â€Å"Gabrielle Ashe?† the Secret Serviceman called out behind her. Gabrielle wheeled, her heart catching in her throat. Yes? The man in the guard shack waved her over. He was lean with a humorless face. â€Å"Your party is ready to see you now.† He unlocked the main gate and motioned for her to enter. Gabrielle's feet refused to move. â€Å"I'm coming inside?† The guard nodded. â€Å"I was asked to apologize for keeping you waiting.† Gabrielle looked at the open doorway and still could not move. What's going on! This was not at all what she had expected. â€Å"You are Gabrielle Ashe, are you not?† the guard demanded, looking impatient now. â€Å"Yes, sir, but-â€Å" â€Å"Then I strongly suggest you follow me.† Gabrielle's feet jolted into motion. As she stepped tentatively over the threshold, the gate slammed shut behind her. 38 Two days without sunlight had rearranged Michael Tolland's biological clock. Although his watch said it was late afternoon, Tolland's body insisted it was the middle of the night. Now, having put the finishing touches on his documentary, Michael Tolland had downloaded the entire video file onto a digital video disk and was making his way across the darkened dome. Arriving at the illuminated press area, he delivered the disk to the NASA media technician in charge of overseeing the presentation. â€Å"Thanks, Mike,† the technician said, winking as he held up the video disk. â€Å"Kind of redefines ‘must-see TV,' eh?† Tolland gave a tired chuckle. â€Å"I hope the President likes it.† â€Å"No doubt. Anyhow, your work is done. Sit back and enjoy the show.† â€Å"Thanks.† Tolland stood in the brightly lit press area and surveyed the convivial NASA personnel toasting the meteorite with cans of Canadian beer. Even though Tolland wanted to celebrate, he felt exhausted, emotionally drained. He glanced around for Rachel Sexton, but apparently she was still talking to the President. He wants to put her on-air, Tolland thought. Not that he blamed him; Rachel would be a perfect addition to the cast of meteorite spokespeople. In addition to her good looks, Rachel exuded an accessible poise and self-confidence that Tolland seldom saw in the women he met. Then again, most of the women Tolland met were in television-either ruthless power women or gorgeous on-air â€Å"personalities† who lacked exactly that. Now, slipping quietly away from the crowd of bustling NASA employees, Tolland navigated the web of pathways across the dome, wondering where the other civilian scientists had disappeared to. If they felt half as drained as he did, they should be in the bunking area grabbing a catnap before the big moment. Ahead of him in the distance, Tolland could see the circle of SHABA pylons around the deserted extraction pit. The empty dome overhead seemed to echo with the hollow voices of distant memories. Tolland tried to block them out. Forget the ghosts, he willed himself. They often haunted him at times like these, when he was tired or alone-times of personal triumph or celebration. She should be with you right now, the voice whispered. Alone in the darkness, he felt himself reeling backward into oblivion. Celia Birch had been his sweetheart in graduate school. One Valentine's Day, Tolland took her to her favorite restaurant. When the waiter brought Celia's dessert, it was a single rose and a diamond ring. Celia understood immediately. With tears in her eyes, she spoke a single word that made Michael Tolland as happy as he'd ever been. â€Å"Yes.† Filled with anticipation, they bought a small house near Pasadena, where Celia got a job as a science teacher. Although the pay was modest, it was a start, and it was also close to Scripps Institute of Oceanography in San Diego, where Tolland had landed his dream job aboard a geologic research ship. Tolland's work meant he was away for three or four days at a time, but his reunions with Celia were always passionate and exciting. While at sea, Tolland began videotaping some of his adventures for Celia, making minidocumentaries of his work onboard the ship. After one trip, he returned with a grainy home video that he'd shot out of the window of a deepwater submersible-the first footage ever shot of a bizarre chemotropic cuttlefish that nobody even knew existed. On camera, as he narrated the video, Tolland was practically bursting out of the submarine with enthusiasm. Literally thousands of undiscovered species, he gushed, live in these depths! We've barely scratched the surface! There are mysteries down here that none of us can imagine! Celia was enthralled with her husband's ebullience and concise scientific explanation. On a whim, she showed the tape to her science class, and it became an instant hit. Other teachers wanted to borrow it. Parents wanted to make copies. It seemed everyone was eagerly awaiting Michael's next installment. Celia suddenly had an idea. She called a college friend of hers who worked for NBC and sent her a videotape. Two months later, Michael Tolland came to Celia and asked her to take a walk with him on Kingman Beach. It was their special place, where they always went to share their hopes and dreams. â€Å"I have something I want to tell you,† Tolland said. Celia stopped, taking her husband's hands as the water lapped around their feet. â€Å"What is it?† Tolland was bursting. â€Å"Last week, I got a call from NBC television. They think I should host an oceanic documentary series. It's perfect. They want to make a pilot next year! Can you believe it?† Celia kissed him, beaming. â€Å"I believe it. You'll be great.† Six months later, Celia and Tolland were sailing near Catalina when Celia began complaining of pain in her side. They ignored it for a few weeks, but finally it got too much. Celia went in to have it checked out. In an instant, Tolland's dream life shattered into a hellish nightmare. Celia was ill. Very ill.

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Designing a training programme for supervisor skills at Primark Essay Example for Free

Designing a training programme for supervisor skills at Primark Essay Type of training and how long will the training take? (on the job or off the job) Shadowing/demonstration/coaching/external or internal course 1 hour/1/2 day/ 5 days? Provider of training and Location Sales floor/store training room/Primark head office/College/Distance course. Internal training. Who will carry out? HR manager/training manager Description of training content What will the you do /learn during the training Cost of the training Physical cost of external course/cost of paying salary to trainee whilst not doing their job role/providing cover whilst trainee is on course/travel expenses – train tickets to London if going on a head office course What will the training allow me to achieve? What skills will you have learnt? How will it assist you in being successful in your new role? Why is this skill important? Consequences Shadowing for 1 hour Sales floor watching experienced supervisor complete rota Organisation of staff rota, including breaks and lunches. Watch the supervisor complete her daily rota and then complete own rota and discuss with mentor to get feedback on how to improve it No direct costs however, Primark will still need to pay us both our  £8.50 an hour salary despite the fact that both the experienced Supervisor and I will be less productive during the training. This may impact on customer service as we won’t be available to help customers during the hours training . The training may disrupt other members of staff and reduce overall productivity of the department I will be able to complete the daily staff rota ensuring all staff get the breaks and lunches they are entitled to with minimal disruption to customer service Key feature in the job description of a supervisor. Failure to complete this correctly may mean that staff do not get the correct breaks and may become demotivated and lower their productivity as a result which will trigger a fall in customer satisfaction and potentially sales and profit Demonstration for 20 minutes Shown on the sales floor by an experienced supervisor . Whilst walking around look at the trends , most common sizes and the popular items . The ability to see when a specific product is in high demand and inform head office that more stock needs to be ordered. Listening to retail sales assistants when they tell you a product is in high demand . There are no direct costs. Although the experienced supervisor and I will need to be paid  £2.52 for the 20 minutes . I will be less productive during the training, this may impact customer service as I will be too busy to help out customers. The training may disrupt other members of staff and reduce overall productivity of the department The ability to spot trends , and items that are selling out. The ability to order in new stock . Failure in ordering a high demand products would mean Primark would miss out on an opportunity to make a profit . Failure is ordering any stock means that that Primark wouldn’t have any stock to sell and the customers would go else where. 1 day off job training completing the Impact Factory Customer service course Training by Impact Factory in London. I will be taught on how to give the best customer service and be more confident with employees. Dealing with customer complaints in the most appropriate way . Talking to unsatisfied customers and seeing what they can do to help and make sure this doesn’t happen next time.  £21.10 for the ticket to London. A whole day’s pay at  £7.57 an hour for 9 hours which is  £68.13. Although it’s more expensive than getting another supervisor to do the training , the training will be a lot more formal and I will take it more seriously . The course costs  £450. I will be trained by an expert in customer service . Although resentfulness amongst other members of staff who haven’t been chosen to attend the course and become demotivated and less efficient as a result. The overall cost will be  £539.23 . I will learn how to give good customer service , deal with rude/difficult customers , advance my listening/ responding skills, make the customers point of view work for me, gain confidence in giving customer service and handling complaints with empathy/ efficiency. A good retail supervisor needs to deal with customer complaints appropriately . This is because the supervisor will be the face of the branch and if they give a bad impression , there could be a drop in customers. The customers could go to competitors with better customer service. On the job training doing 20 minutes coaching and a 10 minutes session a week later. On the sales floor at a off-peak time with HR manager Learning how to use the supervisor function on the till to be able to give customers returns / change / cancel orders. No direct costs but both the HR manager and I will need to get paid . Although because this session is short, there will be a lot of time to do more productive things. The training may disrupt other members of staff and reduce overall productivity of the department. Customers may receive poor customer service such as long wait times at tills even though it is at off-peak time which would Lower sales. HR manager will need to be paid  £10 for the 30 minutes. I will need to be paid  £3.79 for the 30 minutes. The HR manager’s journey from London will cost  £21.10. The overall cost is  £34.89. I will learn how to use the supervisor function on the till , be able to give customer returns / change and cancel orders. As I have practiced at different times, I am now very clear on how to use the supervisor function on the till . This means in peak time if a customer needs a return I can quickly use the function on the till without holding up a long queue . This means the customers will be happier as they don’t have to wait a long time and I can go do more productive things. If I was unable to do this Primark would get a reputation for poor customer service and customers would go to competitors , which would lower sales. Off the job training for 30 minutes doing Job shadowing . 30 minutes observation On the sales floor with an experienced supervisor Ensuring that the sales floor is always kept clean, the shelves are fully stocked with products and there’s no clothes on the floor. In prime time the retail sales assistant are aware how to work in the peak times including the holidays and Saturdays . There are no direct costs but I will be paid  £7.57 for the hour and so will the experienced supervisor. I will not being my job during this training session meaning a loss of productivity . I may disrupt other employees and reduce the overall productivity of the department. Customers may have to wait longer on the tills / fitting rooms as I will be unable to help them, which would lower sales. The overall cost would be  £15.14 . I will be able to deal with the sales floor at its prime time. Through observation I can be told what my weaknesses are and how I can improve on them. If I wasn’t able to manage the store at prime the customers would be left waiting unreasonable times for the tills/ fitting rooms . They would eventually get annoyed and leave to go to a competitor, meaning a loss in sales. The employees would become demotivated as they are constantly having to work in a hectic unorganised environment and may leave. If an employee leaves Primark would have to pay for the recruitment costs for the next employee. Off the job training in London doing a leadership course – 1 day course In London being taught about leadership by CIPD Making sure all the retail sales assistants are working efficiently . Motivating all the retail sales assistants to do their work to the best of their ability . This means carrying out appraisals and dealing with any performance issues appropriately . The course costs  £545 . I will have to be paid for the full day at  £7.57 which is  £68.13 . I will have to pay for a peak return ticket to London for  £21.10 . The overall cost will be  £634.23. I will be unable to any of my tasks , therefore there will be a loss in productivity. There will be Resentfulness amongst other members of staff who haven’t been chosen to attend the course and become demotivated and less efficient as a result. I will learn which leadership characteristics I need to develop , be able to select motivational ideas with the most potential to motivate and engage the retail assistants . I will be able to motivate the retail sales assistants . Therefore they will be able to give good customer service which means happy customers , they will come more frequently . This will build a better image for Primark. If I was not able to motivate employees, they would eventually find a different job. Demotivated employees give bad customer service so the customers would get annoyed and go to competitors. Once the employee leaves , more will leave increasing the staff turnover which would make it less appealing to work for Primark . Recruitment costs are also very high and this would need to be paid for. Off the job training interview skills course In London with an interviewing expert . Working alongside Human resources manager to co interview potential candidates for the role of retail sales assistant. A ticket to London is  £21.10 . I would have to be paid for the full day at  £7.57 an hour , which is  £68.13 overall . The course costs  £30 . The overall cost is  £119.23. The setting will be more formal and I will take it more seriously . There will be a loss of productivity as I will not be there for the whole day to do my job. There may be resentfulness amongst other members of staff who haven’t been chosen to attend the course and become demotivated and less efficient as a result. I will learn: the equality act 2010 , the cost of recruitment and staff turnover, the causes of poor recruitment, strategies for effective recruitment practice, the stages of recruitment, how to design a job description and person profile, how to analyse application forms and cvs , and interview techniques . I will be able to make sure when I interview a candidate for the role of retail sales assistant I will do it in the best way possible . I will be able to choose the most suitable candidate . I will be able to make sure the candidate is not discriminated against and therefore save costs and the reputation of Primark. If I was unable to interview a candidate appropriately I could ask a question that breaks the equality 2010. This would give Primark a bad reputation and they would be fined. In house training for the 3 Hours The HR manager in a meeting room Providing induction training for new retail sales assistants and making them feel welcome and at ease. No direct costs but I and the HR manager will need to be paid for the 3 hours. The HR manager will get paid  £60 and I will get paid  £22.71. The train journey from London to this Primark branch will need to be paid for which is  £21.10. The overall cost would be  £108.31. Me and the HR manager will not be productive for those 3 hours . The training may disrupt other members of staff and decrease productivity over the whole department. Customers may receive poor customer service as I will be unable to help them. I will be able to provide suitable training for the new retail sales assistants . I will educate employees about the effective use of technology ,ensure that Primark has the competitive edge, promote health and safety, create opportunities for career development and personal growth, helps employees comply with laws and regulations and improve productivity. This is important because this means the employees will give good customer service . If I trained the employees incorrectly they could decide to leave or they could injure themselves because I didn’t mention a health and safety rule. This would mean an employee would be harmed and Primark would have broken the health and safety act and could face fines. If the employees are trained badly they could give poor customer service which would drive the customers away to the competitors , which would lower sales.

Sustainable city Essay Example for Free

Sustainable city Essay Planning gives spice in life. From planning a wedding ceremony, preparing how to pass job interviews, thinking about getting into a relationship, to family meal planning, what course to take in college, buying what cellphone brand you like, what time you are going to start your day, what color would you want to wear when you come to office, and planning what to do to brighten up someone’s day. The famous philosopher Confucius once said that: â€Å"A man who does not think and plan long ahead will find trouble right at his door. † In every aspect of life that needs decision making planning is very essential. So, planning simply means getting away from trouble. Hence, if there is planning then there are set of goals and objectives that need to be attained. Needless to say, the success of the goals and objectives that has been set is the optimal result of planning. Otherwise, somebody who did not plan should be ready to face the consequence of actions done without putting a second thought. But planning is not always about waiting for the good things to come, well, unless of course one is prepared to fail. It could be another story, but who plans to fail anyhow? This is why planning should be defined appropriately. Planning is (1) deciding future course of action from amongst alternatives, (2) is a process that involves making and evaluating each set of interrelated decisions, and (3) selection of missions, objectives and translation of knowledge into action. For some experts in different fields like Alan Lakein, a famous American writer, planning is â€Å"bringing the future into the present so that you can do something about it now. † On the other hand former president of the United States, Dwight Eisenhower stated that â€Å"plans are nothing; planning is everything. † President Eisenhower also gave necessary points about military planning â€Å"in preparing for battle I have always found that plans are useless, but planning is indispensable. † Moreover, cultures have united ideas about how significant planning is. Chinese believe that â€Å"when planning for a year, plant corn. When planning for a decade, plant trees. When planning for life, train and educate people. † Plato a Greek philosopher once said that â€Å"the beginning is the most important part of the work† wherein planning takes place at the beginning of every project, event, and decision making. The Bible as well says that Lord does planning for his creations especially human beings because good things come to those who have faith in Him like what is written in Jeremiah 29:11 of Today’s International Version of the Bible: â€Å"I know the plans I have for you, declares the Lord, plans to prosper you and not to harm you, plans to give you hope and a future. † Since we are aware about what happens if careful planning is done we are also aware that not all things that had been planned always turn out to be the expected results we want to achieve. Meaning planning is not always as rewarding as we though it could be. Otherwise, failure would not exist. Planning without proper application will result to failure. But the quintessential part of planning is, if one plans he or she has already an edge over achieving good results just like what the famous Spanish novelist Miguel de Cervantes said: â€Å"to be prepared is half the victory. † There are many facets in life that need planning say for example family planning, business planning, financial planning, urban planning, and educational planning. In business, planning is profit and money not bankcruptcy. Family planning means a good and a happy family life. In financial aspect, planning means more savings and not total reliance in credit cards. In urban planning which includes both the aesthetic and safety aspects of a city, planning means sustainable city. For educational planning, parents chose to pay for educational plans just to ensure their children’s future. In general cases, say for example in planning an event to make it successful the organizers put up a separate committee called ad hoc committee just to have people who will be responsible in the planning process. The ad hoc committee is accountable in thinking of possible plans and should carry out means in the realization of the success of the event.

The Current Issues of Education in Cambodia

The Current Issues of Education in Cambodia Education plays very important role in the society. One country can be developed based significantly on the variety of Human resources. Anyway, the only way to get rid of Human Resources is Education. Thus, people have tried their best to find way to educate people in order to gain Human Resources for working and serving in the society. Cambodia is one of the countries in the world that has its own tradition of Education. Thus, how did Cambodia produce its human resources in the past? A system of education has been in place in Cambodia since at least the thirteenth century. This traditional education system was centered on local temples and involved teaching students about the foundations of religion, basic literacy, and skills such as carpentry that were relevant to the rural life of most Cambodians. While this nonformal system endured after the arrival of the French in Cambodia, it was gradually replaced by a Westernized educational model. The French authorities did not pursue this modern education system with any great enthusiasm and seemed unwilling to devote the educational resources that were needed to meet local demand. The educational heritage of the colonial period in Cambodia was the importation of the Western idea of a formal school system and the gradual undermining of its traditional counterpart. The colonial era introduced to Cambodians the idea that education could lead to upward social mobility. It was a realization that led to extraordinary demand for access to education in the years that immediately followed independence. There were so many problems existed in education sector in Cambodia and it is still remain existing in present day such as the inequality of participation between boy and girl at school poor attendance by girls at school, widespread difficulties in communications; the problems of hygiene and water supply within education facilities, and lack of trained educational personnel. The countrys teachers, who are grossly underpaid, have resorted to charging their students unofficial fees. Many are spending less time in the classroom as they seek additional employment elsewhere. Almost 20 percent of students in urban areas, and 26 percent in rural areas, have repeated at least one grade at school. From every one thousand students who begin primary school, only twenty-seven will graduate from upper secondary school. Girls, students from remote areas, and the poor are all grossly underrepresented in education statistics. With these significant problems as a backdrop, and the school-age populat ion continuing to grow, the Cambodian government still denies the education sector the funding it needs to realize its important role in Cambodian society. The education system in Cambodia continues to be overwhelmed by many difficulties, including an acute shortage of qualified teaching staff, poor morale due to low salary levels and lack of suitable teaching materials. Attendance at school remains limited in rural areas since children are often expected to stay at home and help their families in the fields. What methodology did Cambodia use in Education? Cambodia conducted the teacher-centered in teaching and this methodology keep conducting until the last few decades which there were some changes in Education Curriculum. In the past, students were strictly forced to learn by their teachers and most of time they were punished by various activities including violent. Therefore, many students were frighten and afraid of their teachers and finally decided to drop out of school. Nowadays, student-center methods are accepted but it not completely implemented effectively due to the lack of qualified trainers and teaching aids. II. Biography of Friedrich Froebel Life of Friedrich Froebel Friedrich Froebel, a German Philosopher, was born on April 21, 1782 in Oberweissback, Germany; Friedrich was the youngest of six children. Friedrichs mother died when he was still an infant, and his father, a pastor, left him to care for himself. When he was ten years old, his uncle took over his care. As a young child, Friedrich Froebel spent a lot of time playing alone in the gardens around his home. This led to a love and respect of nature that would remain throughout his adult life. In 1797, Froebel attended school to learn about forestry, geometry, land surveying, and valuation; and by 1802, he was working as a forester. Ever the student, Friedrich attended Frankfurt University to study architecture, and later, began teaching under Johann J. Pestalozzi, a well respected educator of the day. Pestalozzi welcomed the poor into his school, including orphans. He believed that children needed to be active in their own learning. Froebel died on the 21st June 1852. Work of Friedrich Frobel It was at Frankfurt, where he was studying architecture that he developed some relationship with the Director of a Model School. This director discovered that true field for Frobel was education. Then Frobel was advised to give up architecture and join the Model School. Froebel found his long-missed life element and was in-expressibly happy with the job of teacher. He worked there for two years. Latter he felt that he should have more training in the teaching profession. Thus, he undertook to coach three boys of one family. He was dissatisfied with his own work so he took his wards to Pestalozzis school at Yverdun where he remained for four years. His desire for knowledge of natural science carried him in 1811 to Gottimgen University whence he went to Berlin. Two years later, his university studies were interrupted as he joined the Army. Military experience showed him the value of discipline and united action. In 1814, he returned from military and became a keeper of the Museum in Be rlin. But he still kept thinking about becoming an educator. In 1816, he opened a small school which became a successful institution in 10 years. He published a book about The Education of Man which was very great work of him. Froebel opened a school in Switzerland in 1830. The Swiss Government took advantage of his presence and sent their teachers to him for instruction. Soon he moved to Burgdorf to run an orphanage and to superintend the training of teachers for short time courses of three months. In these conferences with the teachers, he learnt that the schools suffered as they did not get good raw material the educand. This he believed was due to no education in the pre-school age. In 1837, at the age of 55, Friedrich Froebel founded his own school and called it kindergarten, or the childrens garden. Kindergarten was a new word created by Froebel to express his vision for early childhood education: Children are like tiny flowers; they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers. His Philosophy on Education Prior to Froebels kindergarten, children under the age of seven did not attend school. It was believed that young children did not have the ability to concentrate or to develop cognitive and emotional skills before this age. However, Froebel expressed his own beliefs about the importance of early education by stating that . . . because learning begins when consciousness erupts, education must also. Froebel labeled his approach to education as self-activity. This idea allows the child to be led by his or her own interests and to freely explore them. The teachers role, therefore, was to be a guide rather than lecturer. Froebels kindergarten was designed to meet each childs need for: physical activity, the development of sensory awareness and physical dexterity, creative expression, exploration of ideas and concepts, the pleasure of singing, the experience of living among others, and satisfaction of the soul Froebels school featured games, play, songs, stories, and crafts to stimulate imagination and develop physical and motor skills. The materials in the room were divided into two categories: 1. Gifts: were objects that were fixed in form such as blocks. The purpose was that in playing with the object, the child would learn the underlying concept represented by the object. 2. Occupations: allowed more freedom and consisted of things that children could shape and manipulate such as clay, sand, beads, and string. There was an underlying symbolic meaning in all that was done. Even clean up time was seen as a reminder to the child of Gods plan for moral and social order. In 1852, after a short illness, Friedrich Froebel passed away. During his lifetime, he changed the face of education in Germany, and led other educators to follow in his path. Between 1848 and 1852 thirty one kindergartens had been founded in German cities. Unlike other educational institutions, many kindergartens were open to children of all social classes and religious denominations. The teachers encouraged broadmindedness and understanding among these varied segments of the population. Froebels most important gifts to children were invaluable. He gave children respect for their intellectual and emotional, abilities and development, the classroom, and that which he needed most as a child. A teacher who took on the role of loving, supportive parents. Friedrich Froebel was truly a pioneer of Early Childhood Education, and a role model that all educators can still learn from today. III. Conclusion What is Friedrich Froebel Perspective on Education? And how did Froebels theory help Education in Cambodia to be better? In 1837, after years of trying to establish better schools for children, Froebel founded the first Child Nurture and Activity Institute, or Kindergarten. This school was designed for infants, reflecting Froebels belief that an improvement to infant education was necessary for educational reform. In spite of Prussian government opposition to kindergarten, the idea spread throughout Europe, effecting a lasting change to childrens education. Thus, we can see that, Froebel pay particular attention on the children education especially in the preschool education. In contrast, based on the history of Education in Cambodia society, people dont pay any attention to child education. Most children need to help their parents to earn the living and they are always staying at home and go to the rice field. This tradition leads Cambodia to have extremely poor educated people. Nowadays, many kindergarten schools have been established in Cambodia. People send their children to preschool for education as well as they are busy in their job and have no time to take care of them. We can see that, children who have attended in preschool education learn well and more qualified than those who didnt attend the preschool education. In short, in order to produce good human resources, Cambodia should adopt Froebels theory of Education. We should take particular attention on Children because education is the development of habits, attitudes and skills which help a man to lead a full and worthwhile life. Thus, we need to start educating them at the early stage of their life. IV. References Ayres, David M. (2005). Anatomy of a Crisis. Education, Development and Education Taneja, Vidya Ratna V.R.(2010). Educational Thought and Practice Zimmermann, Thomas Cohort 5. Course Reading. Foundations of Education(MEd103) http://hubpages.com/hub/Friedrich-Froebel-Founder-of-the-First-Kindergarten http://www.culturalprofiles.net/cambodia/Directories/Cambodia_Cultural_Profile/-36.html

Cave Paintings Essays -- essays research papers

The Cave of Lascaux and Cave Art   Ã‚  Ã‚  Ã‚  Ã‚  Cave paintings might possibly be the oldest known form of communication that exists today. Cave paintings date back to a period of time called the Paleolithic Age. The Paleolithic Age took place from 40,000 to 10,000 B.C. Prehistoric Age is divided into three parts: Paleolithic being the earliest, Mesolithic being the middle at 10,000 B.C. and Neolithic Age being the latest at 8,000 B.C. During the Paleolithic Age it is believed that the cave paintings at Lascaux, France were created.   Ã‚  Ã‚  Ã‚  Ã‚  Lascaux, is located in the south central, western corner of France. In 1940 this cave was believed to be found by a group of four boys from Montignac, France and a dog while out walking through the woods. Allegedly the dog fell into the cave and would not answer the owners call. The boys came up to what appeared to be a dark rock but as they got closer they realized they was not the case, it was a cave. The boys entered in an attempt to find the dog and discovered one of the most important cave paintings now known to man. Lascaux quickly became a heavy tourist spot and was forced to be closed in 1963 due to the damage being caused by human beings.   Ã‚  Ã‚  Ã‚  Ã‚  In Lascaux this elegant cave painting is comprised of almost six hundred figures of different animals. The cave art at Lascaux is comprised of horses, bison, cattle and hinds as suggested by the Columbia Encyclopedia in its article Paleolithic Art. It is suggested that the art â€Å"may have a ritual significance to hunting†. (Columbia) These animal paintings in the cave vary in size but the bulls specifically range from thirteen to sixteen feet long.   Ã‚  Ã‚  Ã‚  Ã‚  It is believed that these particular cave works were created sometime around 13,000 B.C. and have remained, for the most part, completely intact. This date is only hypothetical being that the process of dating these cave paintings is slightly inaccurate and limited. As talked about on the Lascaux Cave Official Website â€Å"the range of methods and tools used to date the cave art is somewhat limited, partly because the figures are not in a position favorable to stratigraphic dating most of the time and also because of the nature of the material used†. (Lascaux 11/25/04) Another identical method uses the pigment, which was found on the ground, to ... ...g these paintings. In researching this topic the student learned of the three prehistoric eras and what significance each had to later civilization. This student also learned of the possibility of a scaffolding and/or complex form that was designed to allow a person to paint on the upper wall or ceiling of a cave. This student also found it very interesting how the human body can break down these paintings and how it is hard for even scholars to gain entrance to these places. I think that these cave paintings paved the way for future art with ideas of ritual, creativity, preservation and expression. I feel that the people of this time were extremely intelligent in the fact that they were able to grasp some idea of preservation so these paintings could be viewed for years to come. I also feel that these people showed intelligence in a supreme being. If indeed these paintings are created as a ritual for their hunt then maybe they believed that if they perform this ritual this supreme being will provide them with a prosperous hunt. This topic I found very interesting and informative. Studying this topic really brought light to the existence of art even in the prehistoric culture.

Sir Walter Scott :: Essays Papers

Sir Walter Scott Sir Walter Scott was born in a tenement at College Wynd, in Edinburgh, on August 15, 1771. There is evidence that he may have been born in 1770 and when his mother was asked about it she said she had forgotten the detail of when he was born. There was no deep warmth between parents and children in the Scott family. The Scott family had no fewer than twelve children and young Walter was the ninth. Him and his two other brothers were the only children to survive. All other nine children had died because they were premature or they died shortly after they had been born. At the time of Walters birth his mother was thirty-nine and his father was forty-two and having a child was not exciting to them anymore. His parents had named one of their first siblings Walter who was born and died in 1766 and after they named young Walter that he always felt that he had a second hand name. Walter was a healthy child until he was about eighteen months and he got a very bad fever, which kept him in bed for awhile. One day when he was recovering he was in the bath and they realized he had lost the movement in his right leg. He had infantile paralysis. Doctors tried to help him and fix it but it was a lost cause. He was not fully crippled but his right leg would never be the same. His mother became pregnant again and she could not deal with Walter while he was sick. Therefore she sent him to him to his grandfather's farm at Sandy Knowe in the spring of 1773. He stayed at this farm until he was three and a half. It was hear that his grandfather taught him to walk and eventually run. Everyone on the farm also encouraged Walter to talk Walter's aunt; Janet Scott brought it upon herself to raise Walter. Over the next six years she was Walter's foster mother and first teacher. Walter's relationship with his father lasted twenty-eight years and went though many different stages. Dominating over everything else Walter knew that he was not an important child. Robert his oldest brother did not go to the High Sch ool like his brothers did but was sent to a superior boarding school. He also had the freedom to pick his profession unlike Walter.