What Money Can’t Buy by Michael Sandel Essay - 1402 Words

The comparison between rich and poor people is a topic with an enormous gap. The bridge between the two is longer than most see it, and is increasing steadily. Michael Sandel wrote a book discussing his opposition to the market society in the United States. The focus of Sandel’s book lies within the title, What Money Can’t Buy. He believes that everything seems to be for sale and that we are a society that revolves around the idea of every person for themselves. Sandel also states that inequality is rising faster than ever. Even though everything is for sale in this day and age, that does not mean everyone is able to purchase whatever they want. Inequality comes in many forms like race, gender and age. Income inequality affects†¦show more content†¦In Denver, people can pay anywhere from twenty dollars to thousands of dollars to get their doctor answering them around the clock. In Tennessee on the other hand, poor people are being told that they are ju st going to have to deal with not being supplied with affordable health care anymore. An argument that can be made from this is that all people should be provided with an affordable health care. It is something every person needs no matter their age or income. Richer people should not live a more luxurious life when it comes to health care. Incentives can drive normal people to do crazy things. Though sometimes, the incentives come in the form of brand new cars. From a business article in The Huffington Post, Jenna Em describes the Toronto housing market as being a â€Å"manic housing phenomena†. Homes in Toronto are being sold for no cheaper than $850,000. So already from the start, the only people that can afford these houses are people with more money. But even for a rich family, a house for that much is pushing it. That is why some housing communities are offering incentives like the buyers choice of hardwood floors, kitchens with all new upgrades, or fully finish ed basements. There is one housing community that is offering $35,000 towards any new BMW car, and all you haveShow MoreRelatedEssay on sandel1737 Words   |  7 Pages What Role Do Markets Play In Society? Money can buy food, dresses, heels and gorgeous weddings. However, what can’t be bought by money? The answer to this question would be health, confidence, ability, love and a lot of other things we have for our own that can’t be valued by money. To me, money is a thing. It is something that we can change for the stuff we want with. In the society now, it’s like everything can be valued by money. People with money can even buy position,Read MoreThe Moral Limits of Market by Michael Sandel1063 Words   |  5 PagesWhat Money Can’t Buy; The Moral Limits of Market by Michael Sandel argues the relationship between markets and our morality. His central concern is the influence of money on the sphere of life traditionally governed by nonmarket norms such as rights as a citizen, care for others, and civic duties. He demonstrated that market is responsible for destroying our sense of morality by placing monetary value to it. This paper will argue the relationship between market and morality through demonstratingRead MoreDoes Everything Have A Price?947 Words   |  4 Pages2014 Essay 1 Does Everything Have a Price? The issue of morality of the markets in the United States is one that is studied extensively. Economists are tasked with the burden of explaining why people buy what they buy and how price can be related to individuals. The old saying â€Å"money can’t buy everything† is slowly becoming obsolete in a society where the right price can persuade one to sell. This notion of changing times does not only correspond to tangible goods, but can be applied to waitRead MoreThe Wealth Of Nations By Adam Smith1521 Words   |  7 Pagesthem self. The consumer’s buying power not only controls were the money in the community is spent, but can also influence what is bought and sold. Lack of recognition of these two basic buying powers creates a market that is uninhibited by consumer ideals and morals. Lately, the reach of market values has started encompass aspects of life that it once did not. Michael Sandel wrote in his essay, Markets and Morals, â€Å"The more money can b uy, the more affluence matters† (Morals and Markets 43 ¬).The â€Å"invisibleRead MoreHow Philanthropy Is Morally Acceptable For Organizations Essay1792 Words   |  8 Pageson their own accord, to promote a charity either by giving their time, money, or talent. Philanthropy fills a big gap that the government either can’t or won’t provide. However, does this necessity come with responsibilities? Is it mandatory for us to be active in philanthropy and if it is, what type of charities is morally acceptable for donors to give money? Or to Sandel’s points in What Money Can’t Buy, will bringing money into the situation have more negative effects than positive? One of theRead MoreAristotle Viewed The Good Life As One In Which One Is Happy1816 Words   |  8 Pagesrequires the government to provide public goods that have been ignored by the private sector. Michael Sandel is a philosopher concerned with market reasoning and has raised some objections in his book â€Å"What Money can’t Buy.†. Market reasoning has been and continues to be applied to all aspects of life, slowly penetrating society without getting noticed (Moral limits of Markets, 05). Sandel suggests that free market capitalism has changed the world from a market system into a market societyRead MoreEssay about America: A Class Divided2707 Words   |  11 Pageshealth. Initially both surprised and embarrassed by the gesture, her emotions quickly changed once she removed the wrapping. A single package of Ramen Noodles was revealed. Embarrassment changed to confusion as she attempted to wrap her mind around what she had received. The hospice worker drove a 1997 Plymouth Voyager that she regularly complained about not being able to run properly for more than a week. She wore old worn out clothing and my grandmother claims she had never seen the wo man wear jewelryRead MoreDear Friend ( Keyri ) Essay2016 Words   |  9 PagesDear friend (Keyri): It’s been days since I received your last letter and you asked me how’s school and what have I been learning in my justice studies class well let me start by giving you a background of what I have been learning the past weeks. So in my Justice 301 class we have been learning about the theorist Marx, Rawls, Nozick, Hobbes, Locke, Kant, Bentham, Walzer, Harrington, Bernstein and Young and many more other theorists. These people mentioned were the main ones we focus in class moreRead MoreEconomic Systems: Capitalism Essay1400 Words   |  6 Pagesthemselves, stating that â€Å"insufficient demand would lead to growing unemployment† (2011. Welna, David) and would create a cycle of misery. He believed that capitalism would end from lack of buyers, sellers, producers, demand, employment opportunities, and money being exchanged in the economy. His beliefs were embraced by the US, although, government failed to follow his advice on using this only as a short term sol ution. Since then our National debt has risen to trillions of dollars. Socialism SocialismRead MoreWhat Makes A Good That Rewards? :. Kohn Of The Nonfiction Work Punished By Rewards Essay1767 Words   |  8 Pagescandy, raises, bonuses-a short list of the multitude of rewards that people are given over a lifetime. From the beginning of a human’s life, people have sweets and trinkets thrown in their faces as children. As a person ages, these rewards turn into money, grades, and larger items like cars. In the workplace, workers are given incentive plans to motivate and reward them with more pay and vacation sweepstakes. However, author Alfie Kohn of the nonfiction work Punished by Rewards believes that following

Arrogance in The Catcher in the Rye by J. D. Salinger...

Arrogance, also known as narcissism, is like a brand new car because an arrogant person is flamboyant and distinctive. Arrogance is a very widely known character trait in which many people can identify. Studies show that â€Å"1 in every 6 people is a narcissist† (Peterson, 2014, bullet 5). Many humans have encountered, know, or are a narcissistic human, but what does arrogance really mean? According to merriam-webster.com (2014), the definition of arrogance is, â€Å"an insulting way of thinking or behaving that comes from believing you are better, smarter,or more important than other people† (Def. 1). In the novels The Catcher in the Rye and Siddhartha, the main characters both possess the trait of arrogance, but both express the trait in†¦show more content†¦One would think a narcissist would be a smooth talker, but as Kaufman (2011) found from talking to Nicholas Holtzman and Michael Strube, narcissists â€Å"engaged in more disagreeable verbal behaviors, arguing and cursing more- and using more sexual language† (para. 11). Narcissist have less of a filter on words because cursing and arguments draw attention. Also, the narcissist may feel powerful by using this language to hurt others. Control is a key factor in every narcissist’s life, for without control over the other person, the narcissist would be unable to exploit the relationship to receive desires. In a nutshell, narcissists are manipulative, attractive, and verbally filterless in order to increase attention from others. Furthermore, the root cause for arrogance builds upon the dictionary definition of arrogance. In recurring instances, arrogance stems from how a person was raised during early childhood. Some psychologists believe arrogance is caused by â€Å"biological vulnerabilities, social interactions and early caregivers, and psychological factors that involve temperament and the ability to manage stress† (Goldberg, 2012, para. 3). All of these fac tors may lead to a need for pampering. The people who experience one or even all of these factors may feel inadequate and unimportant, so in order to get attention arrogance slowly forms. Gaining control of others allows for the narcissist to receive admirationShow MoreRelatedJ.D. Salingers The Catcher in the Rye595 Words   |  2 PagesResponsibility is considered to be a natural addition to life as people grow older. Holden Caulfield struggles to accept his responsibility in his life throughout the novel The Catcher in the Rye. During the course of the novel, Holden experiences the sudden pressure of responsibility caused by his actions. As his counter attack to the unwanted situations he faces, Holden does what most people would do and rejects the direction his life is now headed. Holden Caulfield shows his revulsion to acceptRead MoreEmotional Damage, Hidden Truths, and Accepting Responsibility in J.D. Salinger’s The Catcher in the Rye 1996 Words   |  8 PagesEmotional Damage, Hidden Truths, and Accepting Responsibility in J.D. Salinger’s The Catcher in the Rye When one finds themselves in a reader’s position, they search for things in the novel that they can relate to. J. D. Salinger wrote a story that contained countless topics that people, past, present and future, can relate to in several ways. The novel follows the story of a troubled boy named Holden who leaves school due to his poor academic performance, an altercation with his roommate, and complications

American Jews and their religion Free Essays

The word Jew is used in a number of ways, but generally refers to a follower of the Jewish faith, the offspring of a Jewish mother or someone of Jewish origin with roots to Jewish culture or ethnicity. A combination of all these attributes make one a better Jew. Jews are an ethnic group who refer themselves as a people and members of a nation descending from ancient Israelites including those who joined their religion at various times and places. We will write a custom essay sample on American Jews and their religion or any similar topic only for you Order Now This term is associated with the split of the kingdom of Israel between the northern kingdom of Israel and the southern kingdom of Judah. Of late, the term is used to refer to those Jews actively practicing Judaism and those, although not practicing Judaism as religion still refer themselves as Jews by virtue of their family’s Jewish heritage and their own cultural identification. Judaism as the Jews popular religion has many characteristics, of a religion , a nation, an ethnicity and a culture, making the definition of who is really a Jew vary slightly depending on whether a religious or national approach to identity is used. As he popular religion among the Jews, Judaism guides its adherents in both practice and beliefs, it has therefore been called a religion and also a way of life. It is due to this reason that the difference between Judaism, Jewish culture and Jewish nationality is very thin. Many times and places such as contemporary United States and Israel, cultural practices have cropped up that are characteristically without being religious at all. These practices have been brought about by factors like interactions of Jews and others around them, the Judaism it self and even from the inner social and cultural dynamics of the community, Jews have been subjected to countless mistreatments all over the world leading to their migration from their original homeland e. g. the famous holocaust led by Adolph Hitler and his Nazi regime in German. These mistreatments, which led to their regular migration, have shaped Jewish identity and Jewish religious participation in many ways. Jews also have a number of ethnic divisions, which includes, the German based Jews, the Spanish – Portugal Jews, Gruzim, and American based Jews, Telegu of India and Buchanan Jews of central among many others. Due to the above-mentioned mistreatments, Jews migrated to many places of the world. Today the Jews in Diaspora make up a large number of the total Jews of the world with United States having 5. 5 million Jews (Jewish people policy institute). The effects of conditions of â€Å"freedom† to Jews in general The book, Social foundation of Judaism by Calvin Goldscheider and Jacob Neusner chapter 8 pages 114 to 145. The social crisis of the freedom seeks to answer the question about the ways in which condition of freedom affects Jews as a group. This book talks about the migration fro Europe origin of (German, Poland and Russia) to thaw United States of America. From the introduction part a number of this migration. The Jewish immigrants to US firstly settled in enclaves in large cities. This is because they considered themselves as nation within other nations and with time, they would one-day return to the holy land with the coming of the Messiah (Neusner, 125). The first immigrants’ to US formed the first generation of Jews. This first generation was characterized by the speaking of the Yiddish language and limited occupation. The second-generation embraced the notion that Jews like other immigrants must become American and therefore this prompted the de-judaization of all its children. This de-judaization brought about the definition of life as a set of contrasts between ways of Jewish ways of living and everything else on the other side. The second generation did not need schools or youth groups to explain what being a Jew meant instead two educational instruments i. e. memory and experience (Neu, 118). The third generation was contesting to the second generation since they tried to remember what the second generation had wanted to forget. The Jews were affected the anti-Semitism which was taking place around the world and they were made to learn on how and why they were Jews (Neu, 119). The renaissance of articulated and self-conscious Jewish ness along with the renewed search for Judaism was reignited by first, the rise of the state of Israel. The discovery of holocaust and lastly the resurgence of ethnic identification among the grandchildren of immigrant generation. The freedom of Jews was conditional and not only to Jews living in other nations but also Jews living in the homeland of Israel. In 1967, Jews of Israel were threatened by war from the Arab neighbors (pg120). This war popularly known as, the war of â€Å"all ageist one†. Jews all over the world lived under great because experiences of Jewish persecution especially during the holocaust were still fresh in their minds. Worst still the international community seemed not to interfere to offer any avenue for escape. The effect of all the above freedom conditions led to the assimilation of the Jewish culture and Judaism to cultures of the respective nations offering asylum. The Jewish method of worship changed drastically with new generation members choosing on whether to remain loyal to their Judaism religion or to be loyal to the Jewish culture. In classical Judaism every member of the Jewish culture was expected to live a holy life; saying prayers, learn more about the traditions and do good deeds but. due to conditional freedoms all this changed, with the only requirement of being a Jew being just joining an organization but not personally to effect its purpose (Neus, pg 121) therefore it can be said that as a result of this freedom modernity has overtaken Jews. Even the powers and responsibilities of rabbi have changed from administrators to strictly religious (pg123) rabbi who was formerly a judge, administrator and a holy man has now been left with duties of presiding over religious ceremonies like marriages and funerals. Another very conspicuous effect of conditional freedom was the reconsidering of women as rabbis. Generally, the overall effects of condition of freedom have led to the entry of western European Jews into the society of other nations among which they had lived for generations. This has resulted to the question, what is Jew? Who is Israel? What makes a person a Jew? Are the Jews a religious group? Are they a people or a nation? Thus conditions of have condemned Jews into lingering crisis of group identity (pg125). What is of more importance to America Jews, religion or ethnicity. From the book, it is very clear to me and any other reader of the same book that American Jews like their other counterparts in Diaspora are much more obsessed with ethnicity than religion. This argument can be made meaningful by first defining these two terms. Whereas religion is defined as a set of beliefs and practices, often centered about reality and human nature and often conditioned as ritual or religious law. Ethnic group on the other hand is a group of human beings who identify with each other, usually based on perceived common genealogy or ancestry. Jews whether in US or whichever place initially considered themselves as â€Å"Israel† the people to whom torah had been revealed, now living in exile from their homeland. (pg124). Judaism was their religion. When they came to US, they practiced this religion with utmost faithfulness since wanted to assert they both spiritually and religiously to their newfound society. The classical Judaism demanded that all men and women conform to the will of God. No one was exempted from from following the holy way of living (pg121). Every one was under obligation t observe the Sabbath, say their prayers individually in other words t be a Jew demanded one to perform a hundred holy actions every day. Contrastingly, in modern America to be a Jew requires only to join an organization and only be submitting monetary contribution. These funds are used to lure professionals who carry out the duties of the organization. This has prompted the birth of what preachers call â€Å"check book Judaism†. The formation of thse orgaiztions tends to obliterate the effective role of an individual. People join these organizations because they have been convinced that what â€Å"Judaism† expects of them. Jews in America seems to have lost touch with their fathers. His is because initially they saw themselves as anything but holy, they interpreted the things that make them Jewish negatively. They therefore seem to have forgotten why they came into being (pg126). All these differences in their religious approach have been brought abut by modernity. This modernity has been catalyzed by necessity and choice due to the Jews not looking back to inculcate long time virtues. It is true that modern Jews n America are eager to be Jewish – but not too much so. They continue to confront a crisis not merely of identity but commitment, for they do not choose to resolve he dilemma of separateness within an open society (pg127). Of importance to them is that they are standing in the threshold of a long period assimilation into modern culture and facing a lingering identity crisis. The importance of ethnicity to Jews is confirmed by their joining of Zionist movements. This movement enhanced the unification of Jews as a people whose foundation lies in the unity of their concern for Zion, devotion to building the land and establishing Jewish sovereignty in it. Their destiny was shaped with their confirming emotional and social commitment to Jewish group hood or separateness and therefore the subsequent creation of a nation. The holy people of Israel who migrated to US because the â€Å"American Jewish community† who in the first place were unsure of what Jewish meant. This lingering crisis of self-definition, characteristic of modern men and women marks the Jews a utterly modern and secular and thus not religious (pg132). The archaic â€Å"holy people† has been rendered obsolete by events, its place stands rather different phenomena that manifests into Jews, a different, separate group, and they claim that difference is destiny. American Jews therefore are much engrossed with reasserting themselves in a society whereby they are perceived as a minority group. Ethnicity is what matters to them now and religion follows later. references: Social foundations of Judaism, by Calvin Goldscheiner and Jacob Neusner. How to cite American Jews and their religion, Papers

Child Care free essay sample

Explain the factors that need to be taken into account when assessing development. When assessing a child you must be careful to take into account confidentiality before carrying out an observation you must have parents and the settings permission and not to leave confidential material lying around they must be secured in a locked cabinet. Only talk to authorized personal about confidential material. This confidentially can only be broken when a child is at real risk. When carrying out observations you must take account of the child’s wishes and feelings if a child is upset or wants you to stop then you must stop. Ethnic, cultural and linguistic backgrounds when we asses a child we must take account of their ethnic, cultural and linguistic back ground as these can play important roles in how the children acts and the understanding of the words being used. Disability or specific requirements need to be taken in account when carrying out any assessment /observation or a child can be underestimated and the observation will be unreliable. Check list: A list on which the teacher checks the behaviours or traits observed before, during or after the behaviours occurs. Longitudinal study: A list of behaviours made into a scale, using frequency of behaviour, which the observer checks before, during or after the behaviour. 1. 3: Support assessment of the development needs of a child or young person * Physical communication * Intellectual * Cognitive * Social development * Emotional * Behavioural Physical development: Fine Motor Skills and Gross Motor Skills Development of Gross Motor Skills * Walking * Running and climbing * Hopping, skipping and catching * Pushing and pulling toys or equipment * Carrying large objects Development of Fine Motor Skills * Using hands and fingers * Drawing, colouring, painting, writing * Playing with musical instruments * Social skills; using a spoon, fork and knife * Dressing and undressing Intellectual or cognitive development means: How they using brain, what they knows, understanding, memory, concentration, attention and how to use imagination. Social development: That is mean how they active with others and child to live easily with other members of the community. Emotional development: How they feel them self and the development of self-esteem and self-concept. Behavioural development: That is mean how they child show their self. 1. 4 Suggest ways the identified development needs of a child or young person can be met in the work setting * Meeting the individual child needs * Reflect children’s interests through play or similar matched activities 2. 1 Carry out activities with a child or young person to support their holistic development. Name : Play dough (physical and language skills) Age: 2 years old (boy) Date : 27-09-2012 Time: 10:15 Playtime : 10 – 15 minutes Observe time: 5 minutes 2. Contribute to the evaluation of the activities meeting the child or young person’s identified development needs After the activity I observed that the child was happy and motivated. The child learned how to mould play dough in to different shapes. 3. 1 Describe the different transitions children and young people may experience. Social and emotional (0-3 mouth) * Begin to develop a social smile * The baby can enjoy playing with other people and may cry when playing stops * The baby can enjoys feeding and cuddling * Imitates some movements and facial expressions (3-6 mouths) The baby is learning to recognize familiar faces * Enjoy playing with other * The baby will smile in response to an adult * The baby turns to person’s voice (6-9 mouths) * The baby might offer or share toys to others * The baby can play with other * In this stage baby more connected with mother * The baby will show themselves when his/her slant * The baby will be cry when his/her mother leaves (9-12 mouths) * The baby enjoys song or repeats sound * The baby appears shy * The baby likes to be next to family * The baby can play long time * The baby can drink from a cop with help * The bab y enjoy to do imitation 1-2 years) * Enjoys playing with other people and may cry when playing stop * Becomes more communicate with face and body * The child can imitates some movements or facial expressions * The child more communicate with other * The child more emotional (2-3 years) * The child is able to play by him or herself * The child may imitates behaviours * The child can dress or undress themselves Physical development (0-3 month) * The baby can open or shuts their hands * The baby lies on his/her back * The baby can bring hold their head * You can see baby arms or hands more active * The baby can turn up the body 3-6 months) * Open and close hands * The baby can seat with support * The baby can use more their hands, finger, leg * The baby can hold toys very easily * Raises head and chest when lying on stomach (6-9 months) * The baby can sit without support * The baby can crow * The baby can stand or when they hold some where they will walk (9-12 months) * Baby can sit without parent or support * The baby may walk two or three steps without support * The baby can pull himself up to stand * The baby can use their hands, arm, finger or leg very easily * The baby can crawl back or infant (1-2 years) The child can climb u p onto furniture * The child enjoys pictures backs and turns block * The baby can walk on them on * The baby can paint and scribbles * They can walk backwards (2-3 years) * Help dress and undress them self * Feed himself * Bands over * The child can jumps, kicks, pull or push the objects * The child can copy shapes, such as a circle Cognitive Development (0-3 month) * The baby can responds to sounds or family voices * Start using hands and eye contact * Smiles in response to other * The baby weathers face intently * The baby can turns head to direction of sound The baby can feel pain (3-6 months) * The baby can respond to her/him own name * The baby can start to use hand and eye in coordination * The baby can give respond to music or other voice * The baby can move the objects * Watches faces closely (6-9 months) * The baby understands signs * The baby repeats sounds * Many babies at this stage are able to â€Å"babble† meaning they try to verbalize the sounds they hear (9-12 months) * The baby can respond to â€Å"no† or â€Å"yes† * The baby may say â€Å"mum† or â€Å"dad† * The baby can finds hidden objects easily * The baby can remember the past (memory develop) Explores objects in different ways; banging, shaking and throwing (1-2 years) * The children understand the names of objects and can follow simple instructions * The child can finds objects when hidden * The child can recognize themselves in the mirror * May begin to match similar objects or people like; toys, mum and dad (2-3 years) * Respond to simple directions * The child can talks * The child can identify common colours, such as red, yellow, blue and green * Groups objects by category 3. 2 Explain how to give adult support for each of these transitions. Children will usually have constant support and care throughout all of these stages. In order to assist in these changes you should; * Give the child the opportunity to digest as much information at it own place be prepared to answer lots of questions and patient. * Be careful not to give information to children at to young age timing is everything * Always be honest and truthful with children 4. 1 Explain how a work setting can encourage children and young people’s positive behaviour When a child I support did good thing such as sharing toys with other I give positive respond like; well done, good boy. When a child is playing with their toys I give responsibility for them to tidy up the toys after themselves. 4. 3 Reflect on own role in promoting positive behaviour in children or young people a) When a child I support did good thing such as sharing toys with other I give positive respond like; well done, good boy. b) When a child playing with toys I give responsibility to tidy up toys after playing 5. 1 Review effectiveness of own contribution to the assessment of the developmental needs of a child or young person The reason why I carried out the observation is to assess the child developmental needs. I check he is physical development and languages development and how to communicate with others. * I observe the child becomes more aware of other * I observe the child being to use vowels 5. 2 Review effectiveness of own role in supporting the child or young person’s development The answer to this question is the same as 5. 1 5. 3 Identify changes that can be made to own practice in supporting child and young person development That activity is was easily for the child in the future I am going to add more task activity for him. Child care free essay sample Unit 5- the principles underpinning the role of the practitioner working with children. E1- describe the responsibility of the practitioner in professional relationships. Respecting parents views a responsibility of a practitioner as the parent is the main carer and first educator of the Childs life. It is important to consider and take into consideration all of the parents’ wishes and offer them the highest standard possible for their child, ensure you listen to all of the parents views and concerns. Confidentiality is also very important when working with children, as as a practitioner you may come across sensitive information and all practitioners need to be aware of legislation and the policies within the setting they are in. The data Protection act 1998 protects individual rights and helps to prevent information spreading. â€Å"The Act gives legal rights to individuals (data subjects) in respect of personal data processed about them by others† http://www.ico.org.uk/upload/documents/library/data_protection/detailed_specialist_guides/data_protection_act_legal_guidance.pdf (E8) Respecting diversity of the family structure, backgrounds, languages, culture and beliefs are also part of the practitioners role. If other children discriminate a child it could affect them later in life. The child could develop serious social and emotional problems. Therefore it is very important for practitioners to notice signs of discrimination and bullying. Working in part of a good team enables a happy environment for the children and there parents. With a good relationship with parents children will settle more quickly and working closely with parents will help the practioner understand the Childs needs in more depth. E2- Discuss 2 issues which contribute to maintaining professional relationships with children and adults. There are many different issues which contribute to maintaining professional relationships with children and adults, one of the most important is confidentiality. This is extremely important to build relationships with parents as they need to trust us as practitioners to keep any information they give about their child within the setting. To do this we need to provide an environment in which the parents feel they can speak to us about anything about their child. Also to ensure all information on the child is kept in a safe and secure place out of view of the main classroom. You would also need to get the parents’ permission for any photographs, any documentation about their child and also to get the  parents’ permission to pass on relevant information to other professionals. In order to develop positive relationships with others, it is very important to be courteous and respectful, and to listen to their points of view. (E8)Adults and pupils with who you work may also be from different cultures and have different beliefs or values from your own. You should ensure that you acknowledge and respect the views of others at all times and take time to remember names and preferred forms of address. E3- explain the values of a multi-professional approach when working with children and parents. The values of working with multi-professionals are that working with other professionals such as nurses, support workers, special education needs coordinators, speech therapists are all important in meeting the child’s individual needs and supporting their parents. For example nurses and health visitors they are there to make sure that the child meets their individual developmental milestones and to assist parents with parenting skills. By working and communicating with other professionals, the agencies can all assist in the holistic wellbeing of a child. All of the professionals are there to make sure the individual needs of both parent and child are met for example; if a child is having problems with their speech then the setting would inform the child’s parents and talk to them about a speech therapist coming in and see what they think about it. If they agree then the practitioner must phone for a speech therapist in to give the child all the help, support and to do what is best for the child to help get around the problem. Parents are welcome to work closely with the speech therapist so that they can work together identifying problems and produce strategies which are best suited to the child. E4- describe the benefits of developing reflective practice within the setting. Reflective practice is an essential part of working with children in any setting. Practitioners need to be able to reflect carefully as they work. This means thinking about how effective you have been. For example, planning activities, communicating with parents or explaining a situation with another practitioner. Through self reflection it becomes possible to think about how to repeat something that has worked well or how to improve ready for next time. Through reflection it is also possible to improve your interpersonal skills. For example, you might think about how you responded or communicated in a situation and then be able to consider ways in which you might have been  more effective. E5- summarise the main principles underpin work with children. The Early Year Foundation Stage is a framework set up for children up to the age of 5, the EYFS include 4 main principles that underpin working with children, there are five themes of the EYFS these are. A unique child: Positive relationships Enabling environment Learning and development A unique child- Every child starts to learn from birth, everybody learns in different ways, and at a different pace which is what makes them unique. There are 4 commitments of the unique child which include, child development, for a child to be able to develop they need to be a skilful communicator, and a competent learner. Keeping safe; all children need to be safe, for this to be achieved we need to make sure all children are being safe and protected, discovering boundaries and making choices. Health and well-being; every child needs to be healthy and for this to be achieved we need to enable growing and developing, physical well-being, and emotional wellbeing. Learning and development- (E8)every child learns and develop at different rates, They may need different ways of being taught. All areas of development are equally important and inter-connected. There are four commitments of learning and development which are play and explore; to achieve this children learn through experience, have adult involvement and contexts for learning. Active learning, for this to be achieved the child will need, mental and physical involvement, be able to make decisions and be able to personalize learning. Creativity and critical thinking, this involves making connection, transforming and understanding and sustained shared thinking. Areas of learning and development, there are 6 types of development, these are, personal social and emotional development, communication, language and literacy development, problem solving reasoning and numeracy, knowledge and understanding of the world, physical development and creative development. The CACHE Statement of values given is to each CACHE student on entering placement to ensure they meet are the requirements needed to past the CACHE criteria. There are 6 CACHE statement values. Putting the child first by: Ensuring the child’s welfare and safety Showing compassion and sensitivity Respecting the child as an individual Upholding the child’s rights and dignity Respect the parent, or those parenting role, as the primary carer and educator of the child. (childcare and education, 4th edition CACHE level 3, Penny Tassoni) It is important that the child is put first as they may become in danger if this is not abided by, as well as this if a child is not put first it may drop there confidence as may feel ignored. It is important to respect the parents of the child as you are the one looking after their child, therefore if you have no respect the parent will not want you to look after and support their child. E6- explain the importance of valuing children’s interests and experiences. When working with children it is important to value their interests and experiences, not only is it good practice, it is also a requirement of the EYFS. The main way to find out children’s interests is through observation. By observing we can see what activities interests them. â€Å"by observing children you can see what they already enjoy doing and which activities help them concentrate.† Tassoni 2007 Page 235