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One of the biggest problems that arise in childcaring for younger children has little to do with the children–it is a problem that arises from a lack of communication with the parents. Parenting has many of its challenges, many of which are in the subject of child disciplining and teaching one’s child social skills when neither parent is present. Children in daycare supervision do not behave in the same manner as when under parental supervision. Although this in itself is not a problem, often communicating these discrepancies to the parent can be. Many parents are defensive about their parenting style and some simply do not feel the need for communication with childcare supervisors, treating them in similar manners as other service providers such as babysitters. It is this difficulty in communication between staff and parents that presents one of the biggest obstacles in child caring.
Analysis
There are several methods in which to overcome this dilemma, stemming from forced parent involvement to encouraging participation both in the classroom and at home. Forceful communication would be mandating regular parent and staff meetings in which a child’s progress could be monitored and discussed in a neutral manner, outside of the classroom. This requirement could be outlined in initial registration requirements, stating simply that parents must agree to regular scheduled meetings wherein the progress of their child is discussed. Alternately, demanding that each parent spend a minimum number of hours in the classroom to help is another way to force direct involvement and open the doors for communication. This would allow parents to see firsthand how the daycare institute operates as well as give the children reinforcement that their parents are very much a part of their life away from home. Many parents may feel burdened by the time consumption of such meetings, however if negotiated in advance, this can be alleviated.
Another method is to offer activities that include parent participation such as small outings or providing parents with useful dialogue to help them communicate with their child at home. Interaction and interest in a child’s daycare activities shows the child that the time they spend away from the parent is just as important as time spent with the parent, away from the daycare setting. This will also the parent to understand how the child feels about daycare thus encouraging involvement in their child’s daycare.
Either method can be used alone or together, the important facet being that all possible options for communication are available and utilized. Parents should expect to be involved in their child’s daycare life and staff members should also feel comfortable with contacting parents in regards to their child’s behavior.
Conclusion

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Those who have been discriminated against know the importance of civil rights equality and how unbalanced these rights are dispersed. In a society dominated by white males, civil rights covers issues that deal with prejudices against both gender and race. Women and blacks have been the predominant proponents for civil rights, having always been the demographic groups that have suffered from civil inequalities.
Women have typically felt oppressed in a male-dominated society and have been proponents of civil rights for themselves as well as for other minority groups. During the years before Abolition, many of the main supporters to end slavery were white women who realized, while attempting to be a voice for slaves, that they themselves were a minority that was oppressed as well. This has led to the the Women’s Suffrage movement as well as Abolition for African Americans, the ending of child labor, and the birth of modern civil rights movements. From voting rights or civilian justices, any minority group such as women, children or racial groups that feel under represented can fight for their civil rights and their fair treatment under the law.
Typically it has been African Americans who are the voice of civil rights movements, having always had a history of inequality under the Constitution. From their days of slavery to Jim Crow laws and even under the present laws, African Americans are victims of racial hate crimes, racial profiling and social discrimination in civilian matters. However they represent the largest minority and many other minority groups that feel discriminated against can join the civil rights movement in an attempt to breed equality under the law.
One does not have to be a member of a discriminated group or a minority to join the civil right movements. The fight for civil rights can be fought by anyone who feel that people are still being discriminated and that the enjoyment of freedoms and exercise of laws are not shared equally by people of all groups and demographics. Rights that are available only to a select few hurt a society as a whole and it is important to the process of democracy that all citizens have equality. Anyone who supports a true democracy and the idea that civil rights should be given to all persons can be a part of the civil rights movements.
The civil rights movement that started in the 1960s in an attempt to give African Americans equality under the law was successful in its cause. Because of authorities such as Reverend Martin Luther King and Rosa Parks, African Americans enjoy many of the same liberties extended to all American citizens. Civil rights such as the right to vote, own land, attend the same public schools and universities and equal treatment in court are extended to African Americans because of years of fighting by the civil rights movement and organized groups such as the American Civil Liberties Union (ACLU). These groups have given African Americans more equality and enabled them to be a part of the democratic process. Without civil rights movements and people who are not afraid to speak up for what they feel is morally right, African Americans might continue to be racially discriminated, women might still not be allowed to vote, and children might still be exploited in factories.
Indeed, in countries which do not have strong proponents for civil equality, minority groups still suffer from exploitation and civil inequalities. Women in the Middle East continue to be treated unfairly and are stoned for adultery which is acceptable among men, children in South East Asia continue to be exploited in factories and are victims of human trafficking, having no one to speak up for them.

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Thе Tеt Offеnsivе causеd onе of thе dееpеst and most lasting of thе many rеnts that thе Viеtnam or Sеcond Indochina War madе in thе fabric of Amеrican lifе: hеncе thе rеputation of that campaign as thе Viеtnam War’s Viеtnam. Amеricans havе sincе comе to rеgard it еithеr as dеfining thе momеnt whеn thе Unitеd Statеs sеizеd dеfеat out of thе jaws of victory, or as thе wakе-up call that finally alеrtеd Amеrica to thе unwinnablе naturе of thе Viеtnam conflict. Such strugglеs within a body politic usually possеss thе rеdееming virtuе of inеxorably lеading to thе broad synthеsis that awaits еvеn thе most hеatеd of historical dеbatеs. Yеt, such arе thе political stakеs and pеrsonal passions that swirl around this aspеct of Amеrica’s dеfеat in Viеtnam that thе intеgration of thе compеting intеrprеtations of thе Tеt Offеnsivе has provеn еlusivе.
To most formеr alliеd military officеrs, somе scholars of Amеrican history, and much of thе Amеrican public, thе Tеt Offеnsivе launchеd in January-Fеbruary 1968 was a “last gasp,” a failеd all-or-nothing bid to win thе Viеtnam War on thе ground, which, though stymiеd in thе fiеld, succееdеd, largеly by accidеnt, in pеrsuading Amеrica to throw away thе fruits of a major alliеd victory and start down thе road to dеfеat and humiliation. As thеy also bеliеvе that thе high casualtiеs incurrеd by thе Viеtnamеsе foе during thе offеnsivе incrеasеd thе potеntial of thе alliеd pacification program and Viеtnamization, many adhеrеnts of this approach to thе Tеt Offеnsivе translatе its rеsults into a stab-in-thе-back thеsis: whilе Amеrican forcеs dеfеatеd thе еnеmy on thе battlеfiеld and stood on thе brink of succеss in thе war for thе loyaltiеs of thе Viеtnamеsе pеoplе, thеy wеrе bеtrayеd on thе homе front by a mеddling nеws mеdia and thеir own wеakwillеd lеadеrs. ( Mission, U.S. to Viеtnam, p. 21) To thеsе studеnts of thе Amеrican war in Viеtnam, thе only succеss еnjoyеd by thе еnеmy was achiеvеd on thе Amеrican homе front; as a military campaign, it not only еndеd in a tactical victory for thе Unitеd Statеs, but struck a blow against thе Viеt Cong from which thеy nеvеr rеcovеrеd.
Fеw Viеtnamеsе historians, Amеrican historians of modеrn Viеtnam, or Viеtnam-еra Amеrican policy analysts would agrее with this assеssmеnt of thе naturе and impact of thе Tеt Offеnsivе. Thеy arguе that thе Tеt Offеnsivе was a thrее-phasе application of military prеssurе that govеrnеd opеrations conductеd as latе as Novеmbеr of 1968 and was not a failеd, dеspеratе gamblе that had to win thе war at onе strokе, but a succеssful, multifacеtеd еffort to drivе thе Amеricans to thе nеgotiating tablе. Thеy also contеnd that thе numbеr of еnеmy casualtiеs and thе post-Tеt potеntial of thе pacification and Viеtnamization еfforts wеrе grossly ovеrеstimatеd by thе Unitеd Statеs at thе timе and sincе.

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For me, soccer was more than just a sport. I have been kicking around a soccer ball for as long as I can remember and running with shin guards for most of that time. So when I incurred a groin injury that prevented me from playing soccer for almost an entire year, I was obviously frustrated and disappointed. This injury prohibited me not only from playing soccer at my 100% capacity, but limited all of my training for a period of 9 months as well. Long gone were my days of sprints, passing drills and weight lifting. It felt unfair that I should have this injury when all my team mates continued to run on the field, doing all the same movements I did. Only I hurt my groin and the sense of injustice I felt was frustrating. I was angry but I knew that I had to set this rage aside and focus on getting better. Needless to say the pain I incurred from this injury was unbearable and kept me off the field for months. However this wasn’t the worst of the injury.
Everyday activities for me were painful as well. Walking up stairs became painful as was bending down to pick something up. But even simple tasks such as getting out of bed, sitting down at the table and standing up became difficult. Every time I coughed and my body jolted, I was in pain. For many months, waking up in the morning was an exercise in itself and even before I left my house, I experienced a great deal of pain. Never before did I imagine that these daily activities could be so difficult nor did I ever think of all the muscles at work for these simple actions I do everyday without a second thought.
In order to help heal and strengthen my muscles, I underwent intensive physical therapy for months. For three to four hours everyday, I went to my rehabilitation appointments where a personal trainer helped me in my activities. Slow exercises and muscle isolating movements helped me with my injury but with slow results. I was often frustrated seeing weakness within myself and noting that simple exercises that I knew could have done without blinking before my injury were now beyond my reach. Even as I pushed myself during my therapy sessions, the weakness I felt and the struggle to do small movements gave me feelings of disappointment. I could not stand seeing myself so physically disabled and each day was an inner struggle. Although I could see small improvements I wanted to be back at 100% as quickly as I had hurt myself. The slow process of physical therapy was trying on me both physically and mentally. I was always accustomed to believing that if I set my mind on a physical task, I would be able to accomplish it but with my muscles injured, no amount of thinking positively could instantly heal my muscles to work the way I wanted them to. Only slow, tedious exercises would help my muscles regain their strength, agility and flexibility to what they had been

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I remember when I was still in elementary school and feeling helpless because there were still so many years of school ahead of me. However through each subsequent year of school, I found my passion for learning growing and I realized how much I loved going to school, learning how the world worked and seeing myself grow in knowledge. This passion for education spread beyond my academic life and into my everyday activities. When I went to the gym I would find myself asking questions about how the machines really worked to target only certain muscles and why I had to reach a target heartrate in order to improve my weight. When I went grocery shopping I was curious to know how food started as wheat in the ground and came to be Corn Flakes in a cereal box and when I was driving around I found myself interested in the mechanics of automobiles and the principles of physics involved to drive a car. The excitement it raised within me was always that moment of “a-ha!”, that pinnacle when everything clicks into place and suddenly I am able to understand, and I needed others to be able to feel that moment as well. This is when I knew that my love for information and knowledge and my need to share it with others in ways that would give them the same moment of enlightenment is what I wanted to do in life.
As a student, one needs to be receptive, understanding and diligent but the transfer of knowledge through education is a complex process that requires patience, attentiveness and flexibility on the part of the educator. Before reaching the pinnacle of understanding, there will be many moments of frustration, misunderstanding and incomprehension. But these can be alleviated and even limited through tactfully made and skillfully implemented curriculum. A proper curriculum can act as an outline to the learning process and in helping the student in their path to gaining the knowledge they seek. It can also aid the educator’s role in the teaching process, showing them how to impart understanding and appreciation on a particular subject. At its best the right curriculum can even bestow the same passion for learning and love of education that all teaches, professors, and educators share.
As an educator, I find that my job does not stop in the classroom. I love to be helpful and teach others whether it is helping a lost tourist with directions or showing a child how to make something with their hands. I always welcome opportunities that put me a position to either learn from others or to teach them what I know. Even in the classroom, education is something that needs full attention and passion and because each student has different ways of learning and various educational needs, my job as an educator is never finished.

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