Blog Archive Harvard Business School Essay Analysis, 2012-2013

Blog Archive Harvard Business School Essay Analysis, 2012-2013 Harvard Business School (HBS) kicks off the MBA application season again, and this time it is doing so with a significant overhaul of its entire application. HBS has shrunk its written requirements from four mandatory essays of 400 to 600 words to two essays of 400 words each, but has added a new post-interview 400-word write-up (for the approximately 25% of applicants who are selected to interview), giving interviewees a mere 24 hours to submit their “last word” to the school. Managing Director of MBA Admissions Dee Leopold has long held that essays play too prominent a role in the business school admissions process, but does giving candidates just two essays (analyzed later in this post) truly reduce the emphasis? We suspect that having only 800 words with which to make a lasting impression on the admissions committee, candidates will worry that they do not have enough space to successfully convey a full picture of themselves. We therefore expect that applicants will fret even more than usual over their essays, debating whether the two stories they have chosen to share will be sufficiently powerful and compelling, and giving their essays an incredible amount of attention. Meanwhile, to make up for this lack of spaceâ€"and thus allay their fears that they have not shared enough information about themselves in their essays to persuade the admissions committee to admit themâ€"they will likely “stuff” their resumes, interview sessions and recommendations with as much crucial information as they can squeeze in. In some ways, then, HBS is just forcing candidates to play a game of “whack-a-mole”â€"the school is trying to push information out of the essays, but the information will undoubtedly pop up elsewhere!   As long as the admissions process is competitive and requires that applicants submit qualitative data, candidates will seek to gain an edge any way they can. Here is our analysis of HBS’s essay questions for this yearâ€"we hope it will give you that edge. And remember, you can always contact us for a free consultation: www.mbamission.com/consult.php. Two required essays: 1. Tell us about something you did well. (400 words) Many candidates will worry that the one thing that they “did well” will not stand up against what others in the applicant pool will have to offer. Although some candidates will be able to differentiate themselves with tales of spectacular accomplishments (earned an Olympic medal, cashed in a start-up, etc.), most will have to rely instead on how they did their thing particularly well to differentiate themselves. Remember, the end result of the thing “you did well” and that you are showcasing in this essay is only part of your story. So, you should take care not to lead with that end result; if you do, you will kill the mysteryâ€"and with it, the admissions reader’s interest. For example, if you write, “I am proud of having earned the earliest promotion ever at my firm,” your reader immediately knows the climax of your story and has little incentive to keep reading to learn more about you and what you have to offer. Where is the opportunity for discovery when you know the conclusion up front? You want the reader to learn about you and what you “did well” to earn that (in this example) remarkably early promotion. Therefore, you should focus on telling your story from the beginning, leading the reader through your actions and decisions, which will ultimately reveal how you “did well.” Similarly, definitely avoid starting your essay with the statement “One thing I always do well is…” For one thing, such a declaration conveys an immodestâ€"if not cockyâ€"tone, and for another, you can be sure that other candidates will begin their essay this way and that the admissions committee reader will almost involuntarily lose interest. Start your essay by telling your reader exactly what you didâ€"just launch into your story and let the conclusion come where it should, near or at the end. This essay question may seem a bit confining at first, but the vagueness of the phrasing actually makes it rather “applicant friendly,” leaving you with more freedom and flexibility than you might initially realize. You don’t need to focus on a single fact/experience (like the “earliest promotion” example we offered), though you can certainly do so. With this essay, offering a rather broad answer is a legitimate option. For example, if you were a particularly talented mentor, you could tell more than one story of how you helped someone else develop their talent particularly “well.” Or perhaps if one thing you “do well” is standing up to consensus, you could share more than one anecdote that reveals this strength. Before you even dream of starting to draft your essay, though, you will need to brainstorm very thoroughly. Do not try to “game” this question and anticipate what the admissions committee wants to hearâ€"there is no “secret code” that will unlock the key to a spot in the next HBS class. Instead, think long and hard about what you truly do well and who you are as a person. Ponder your core experiencesâ€"what is the common thread that connects them? In the end, you may describe a single experience in your essay, or you may offer more. The key is that the story you tell be sincere and true to who you really are. 2. Tell us about something you wish you had done better. (400 words) Several of the directives we have offered for HBS’s first essay also apply to this one. Do not start with “I wish I had done X better,” and do not begin with “My deepest regret is (insert conclusion!)” Again, your success in writing this essay will come down to sharing with the admissions committee how you do things. Clearly, the phrasing of the question requires you to honestly reflect on your past experiences. And being truly honest does not involve making a brazen and/or disingenuous statement (“I earned the earliest promotion, but I wish I could have gotten it even earlier!”) that is really just an attempt to indirectly highlight a strength instead. The admissions committee members are smart and will see through this ploy immediately. We can virtually guarantee that anyone who does not admit some form of weakness or deficiency in this essayâ€"some sincere area in which they hope to improve â€"will end up on the school’s “ding” list. So, what should you write about?   Again, brainstorming is key. Think about your experiences and your regrets. Even think about times when you achieved something that was significant but yet still suboptimal in some way, or a time when you experienced a consequential stumble along the way (not a fake stumble that did not hurt!). Think about your core character traits and what you could work on or change. Can you identify a pattern or trend in your behavior? If you could have managed a project better, join the club. But when you think about how exactly you managed the project poorly or suboptimally, what core trait does that reveal? Where else can that characteristic be found in your past? When you write this essay, do not try to hide or talk around your shortcomings in the situation you are describing, in fear of exposing your chosen vulnerability. The admissions committee members want to understand who you areâ€"to do this, they want and need to hear your honest voice. You don’t need to beat yourself up or be overly critical, but the school wants to know that you have the maturity and insight necessary to recognize areas in which you can improve and the willingness to do so. One final warningâ€"do not pander! Avoid the temptation to end this essay with a trite statement about how this situation would be improved with an HBS education. It will come across as cloying and transparent. Have the Last Word: The Post-Interview Reflection (conditional on being interviewed) From the admissions committee: “Following the interview, candidates are required to submit a written reflection using our online application system. This must be submitted within 24 hours following the completion of the interview. Detailed instructions will be provided to those applicants who are invited to the interview process.” Within 24 hours of interviewing, you must submit some final words of reflection. Some applicants may find this requirement intimidating, but we encourage you to view this additional submission as an opportunity to delve into new aspects of your profile and share them with the admissions committee.   Because your HBS interviewer will have read your entire application before your interview and could therefore ask you questions based on information in your resume, essays, recommendations, etc., he or she just might provide an opening for you to discuss new elements of your profile in this post-interview reflection. Hypothetically, then, if you could not find a way to work the story of a key life experience of yours into your essays, but your interviewer touches on this story or a similar one in your meeting, you may now have the license and opportunity to do so. During your interview, your focus should definitely be on the interviewer’s questions and your responses. However, be prepared to jot down all of your interview responses as soon as the conversation is over. A helpful approach may also be to write up a few bullet points about parts of your profile that do not appear in the other parts of your applicationâ€"and thus that the admissions committee is missingâ€"as you prepare to write your reflection statement. With only 24 hours, you will need to be organized in advance and ready to make an impact one last time. As more becomes known about this portion of the admissions process, we will update this section of our analysis. Mini-Essay: Finally, in addition to the two required essays, applicants must also write a brief career essay, which is asked in the online application. Candidates will first be asked to select a target  post-MBA industry and function, and then must answer the following question: How does pursuing an MBA support your choices above? (500 characters) HBS is limiting its essays this year but has snuck in one more important oneâ€"a mini-essay of 500 characters (that is roughly four sentences). In this short space, HBS wants to know you are serious about your studiesâ€"that you understand your target industry/function well and can relate your need for an HBS MBA to your desired advancement. But do not make this an “HBS is great” piece. What the school wants to understand is that the academic value of your MBA is what is key to achieving your goals. (By the way, the paragraph above is exactly 500 characters, the length you have for this mini-essay.) For more information on how to demonstrate that your past experiences offer transferable skills that will logically lead to your future goals,  please download our free Personal Statement Guide. For a thorough exploration of HBS’s academic program/merits, defining characteristics, crucial statistics, social life, academic environment and more, please check out the mbaMission Insider’s Guide to Harvard Business School. Share ThisTweet 2012-2013 Harvard University (Harvard Business School) MBA Essay Analysis

Ged210 Introduction to Cultural Anthropology Unit 2 Exam

GED210 Introduction to Cultural Anthropology Unit 2 Exam Follow Below Link to Download Tutorial https://homeworklance.com/downloads/ged210-introduction-to-cultural-anthropology-unit-2-exam/ For More Information Visit Our Website ( https://homeworklance.com/ ) Email us At: Support@homeworklance.com or lancehomework@gmail.com 1. One goal of anthropological linguistics is to determine the number of phonemes (phoneticstructure) that exist in different languages. This goal is accomplished by employing the use of: †¢ minimal pairs †¢ phone taps †¢ maximal differences †¢ syntax units 2. The word â€Å"lower† contains: †¢ two bound morphemes †¢ two bound phonemes †¢ two free morphemes †¢ one bound morpheme and one free morpheme†¦show more content†¦According to Franz Boas, in order to conduct a historical particularist study of a society, one must adopt the notion of ___________, or the belief that each society should be understood in terms of its own cultural practices and values. †¢ particular evolution †¢ cultural relativism †¢ lagged diffusionism †¢ functionalism 14. During your lifetime you will probably be a member of two families, the family of orientation (the family into which you were born and enculturated) and the family of __________ (the family in which you will have or adopt children). †¢ acculturation †¢ deculturation †¢ procreation †¢ life 15. Which of the following is not a function of the family? †¢ nurture and enculturation of children †¢ regulation of sexual activity †¢ protection and support for members †¢ regulation of statuses, roles, and gender 16. A typical ____________ family consists of two parents and their immediate biological offspring or adopted children. †¢ basic †¢ atomic †¢ extended †¢ nuclear 17. Marriage within the same social group or category is __________, while __________ is marriage between people from different social categories or groups. †¢ incest; outcest †¢ endogamy; exogamy †¢ in-marriage; out-marriage †¢ monogamy; polygamy 18. From a female perspective, you will be a daughter and possibly a mother and wife. As such, you assume what are called __________ roles that correspond to these different status positions. †¢ family

Anne Bradstreet A Role Model For Puritan Women - Free Essay Example

Sample details Pages: 3 Words: 938 Downloads: 2 Date added: 2019/05/14 Category Society Essay Level High school Tags: Role Model Essay Did you like this example? In 1650, Anne Bradstreet started publishing poems which left her to be the first women in British North America to write and publish poetry.. She started writing poems because she wanted to please her father. He wanted her to have a better education than other women. Don’t waste time! Our writers will create an original "Anne Bradstreet A Role Model For Puritan Women" essay for you Create order However, that became the start of something that was going to stay in history. She started just to please but eventually it ended up as an inspiration to other women and poets that followed after her. At only sixteen years of age she married her husband, Simon Bradstreet, and raise eight children in Massachusetts. She faced so many challenges because of health conditions that caused her to be fatigue. Another challenge would be that her husband would be out too much leaving her at home while he had trips to England. Bradstreets home got burned consequently she lost some manuscripts in 1666 but that didnt stopped her from writing more. John Woodbridge, her brother-in-law published them as The Tenth Muse, Lately Sprung in America; therefore she wrote her poem The Author to Her Book, that seemed to be the second edition proposition to this publication (Bradstreet 217-218). Anne Bradstreets contributions were to portray how women in the Puritan American had no power and were as well discriminated by men in society. Bradstreet in her poem called The Prologue, this poem was written, because she wanted to raise her voice and be heard by men. She knew that by writing poems she was going to be criticized by men, but she wanted to be heard as women and as a poet. The poem has two themes to it the first one is gender, and it is portrayed in one of the lines in her poem that says the following: Who says my hand a needle better fits(Bradstreet 220). Symbolism was used and the word needle means that men did not like the idea for her to write poems, because that should not be her place and instead she should sew clothes. Another line that she illustrates gender Else of our Sex, why feigned they those Calliopes own child (Bradstreet 220). This lines of the poem was to point to point out the fact that Greeks believed that women were the inspiration of art. But how? If women are horrible at it. So how can they be possibly inspire art but not be good at it that, the irony. Furthermore, she also introduces the theme of discrimination based on gender. The theme of prejudice was mention all through the poem. She targets those that doubt her potential to write poems. She does in a very interesting and gentle tone which makes her brave by making those critiques by men look like fools.The following line from the poem expresses: For such despite they cast on female wits (Bradstreet 220). This line targets those who criticize her and her work. As a matter of fact, she proves those critics wrong by proving that women are also smart and have the capacity to be poets too. If what I do prove well, it wont advance, Theyll say its stoln or else it was by chance (Bradstreet 220). If she dos bad then she gets criticized or if she dos wee; then she plagiarized it. No matter what she does she loses either way because again she is a women. The poem demonstrates how Puritan women were not expected to have a brain or in other words be smart. Especially, not even write and publish well written poems. Moreover, Bradstreet also wrote a poem to her husb and called To My Dear and Loving Husband, which is about her expressing her love to him. She wrote the following line: If ever wife was happy in a man, Compare with me, ye women, if you can (Bradstreet 237). This was to show how lucky she is to have him besides her, and that there is no man that compares to him. That he is so amazing as a husband. Yet, it has a second meaning to it between the lines we could notice that as a Puritan women she knows that men are in control of women. Which means that she wants him to think that he has all the power by saying all those lovely things to him. She volunteers to compliment her husband. Which places the question of who really has the power. Could women have the power in the end? Men want power and when you state that that they do, well agree to it. Which means that women could possibly have the power to make them believe that they do. Although, it was not obvious she was able to use the tone of sarcasm in her poem to make this point across. Lastly, this poem goes back to those Puritan women that make men believe that they do have the power because that is the only way to get manipulate them, but at the time when it was written it was rare to see due to men having control over women. All things considered, Anne Bradstreet was and is a very great example of women who took a stand to have rights not only as a writer but as a human. She was able to express the themes of gender which led for women to get mistreated. Her poems had a very important role in the Puritan American for women because being one she was able to have a voice for those women that thought that had no say, but eventually Bradstreet spoke for them. Women are also smart and they have power as well, and they could be poets too.

South Park Is The Third Longest Running Animated Series

South Park is the third longest-running animated series in the United State; it is famous for its crude language, dark humors and satires on current global and pop culture events, in which create a lot of controversies on political, social and religions context. The following content will analysis â€Å"South Park† in the aspect of circuit of culture. Production South Park is first on air on Comedy Central, which is an American basic cable and satellite television channel that is owned by Viacom, which is one of the world’s sixth largest broadcasting and cable company in terms of revenue. Viacom having numbers of subsidiaries in New Zealand, and several countries throughout Europe and Latin America on channels that are divisions of Comedy Central and MTV networks. In 2009, South Park is aired in syndication, which covers 90 percent of the U.S and Canada television markets. As a result, It generated US$25million in advertising revenue. (Forbes:2009) After that, South Park signed a deal with Hulu streaming site in 2014, which is over US$80million (Rolling Stone:2014) Viacom is 6th Largest media and broadcast company, Which owned by billionaire Summer Redstone, whom also holding a controlling stake in CSB corporation (Forbes :2014) , awareness of the media corporations are raised as the process of their cultural domination around the global. 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Many People Believe Abortion Is A Moral Issue, But It Is Also Essay Example For Students

Many People Believe Abortion Is A Moral Issue, But It Is Also Essay a constitutional issue. It is a womans right to choose what she doeswith her body, and it should not be altered or influenced by anyoneelse. This right is guaranteed by the ninth amendment, which containsthe right to privacy. The ninth amendment states: The enumeration inthe Constitution, of certain rights, shall not be construed to deny ordisparage others retained by the people. This right guarantees theright to women, if they so choose, to have an abortion, up to the endof the first trimester. Regardless of the fact of morals, a woman hasthe right to privacy and choice to abort her fetus. The people thathold a pro-life view argue that a woman who has an abortion iskilling a child. The pro-choice perspective holds this is not thecase. A fetus is not yet a baby. It does not posess the criteriaderived from our understanding of living human beings. In a notabledefense of this position, philosopher Mary Anne Warren has proposedthe following criteria for person-hood: 1) consciousness (of objectsand events external and or internal to the being), and in particularthe capacity to feel pain. 2) reasoning (the developed capacity tosolve new and relatively complex problems) 3) self-motivated activity(activity which is relatively independent of either genetic or directexternal control) 4) the capacity to communicate, by whatever means,messages of an indefinite variety of possible contents, but onindefinltely many possible topics. 5) the presence of self-concepts,and self-awareness, either individual or social, or both. (TakingSides -Volume 3). Several cases have been fought for the right tochoose. Many of these have been hard cases with very personalfeelings, but the perserverance showed through and gives us the rightswe have today. Here are some important cases: 1965 Griswold v. Connecticut upheld the right to privacy and ended the ban on birthcontrol. Eight years later, the Supreme Court ruled the right toprivacy included abortions. Roe v. Wade was based upon this case. 1973 Roe v. Wade: The state of Texas had outlawed abortions. TheSupreme Court declared the law unconstitutional, but refused to orderan injunction against the state. On January 22, 1973, the SupremeCourt voted the right to privacy included abortions. In 1976, PlannedParenthood v. Danforth (Missouri) ruled that requiring consent by thehusband and the consent from a parent if a person was under 18 wasunconstitutional. This case supported a womans control over her ownbody and reproductive system. Justice William Brennan stated: If theright to privacy means anything, it is the right of the individual,married or single, to be free from unwanted governmental intrusioninto matters so fundamentally affecting a person as the decision tobear or beget a child. Abortion is one of the most controversia lissues in the world today. Everyone has their own individual opinion. A womans body is hers and hers alone. Nobody has the right to makeher do something that she does not want to. The Supreme Court hasstated it is the womens right to have an abortion, if she so chooses,according to Roe v. Wade. In later cases however, the Court has upheldRoe in Planned Parenthood of Pennsylvania v. Casey (1992). In the sameruling, though, the Court gave states new powers to restrict access toabortions. (Hardy, pg. 189). Abortion deals with ones private lifeand should have nothing to do with the government. However, abortionshould not be used as a means of birth control, but if a fetus will beunwanted, it is better to be aborted than to be abused or neglected. .u0ee6f5416918f0811d0a3704cc816430 , .u0ee6f5416918f0811d0a3704cc816430 .postImageUrl , .u0ee6f5416918f0811d0a3704cc816430 .centered-text-area { min-height: 80px; position: relative; } .u0ee6f5416918f0811d0a3704cc816430 , .u0ee6f5416918f0811d0a3704cc816430:hover , .u0ee6f5416918f0811d0a3704cc816430:visited , .u0ee6f5416918f0811d0a3704cc816430:active { border:0!important; } .u0ee6f5416918f0811d0a3704cc816430 .clearfix:after { content: ""; display: table; clear: both; } .u0ee6f5416918f0811d0a3704cc816430 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0ee6f5416918f0811d0a3704cc816430:active , .u0ee6f5416918f0811d0a3704cc816430:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0ee6f5416918f0811d0a3704cc816430 .centered-text-area { width: 100%; position: relative ; } .u0ee6f5416918f0811d0a3704cc816430 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0ee6f5416918f0811d0a3704cc816430 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0ee6f5416918f0811d0a3704cc816430 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0ee6f5416918f0811d0a3704cc816430:hover .ctaButton { background-color: #34495E!important; } .u0ee6f5416918f0811d0a3704cc816430 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0ee6f5416918f0811d0a3704cc816430 .u0ee6f5416918f0811d0a3704cc816430-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0ee6f5416918f0811d0a3704cc816430:after { content: ""; display: block; clear: both; } READ: The Movement Steel Cam Lock EssayMany people try to force their beliefs on others and judge them fortheir actions. These people need to judge themselves before they startto judge others. The bottom line is no matter what anyone thinks thelaws speak for themselves. It is a womans right to privacy to controlher reproductive system guaranteed by the constitution. Although thereare some restrictions on abortion, due to the states rights, it isstill ultimately the womans choice. It is not a requirement for somestates to fund for abortions, therefore, especially in these states itshould be the womans choice. Abortion is an issue of women, and so itshould be the womans right to c hoose. She has the free will toconsider others views and opinions such as that of the father, but itis her ultimate decision guaranteed by the law. ReferencesGovernment in America. by Richard J. Hardy. copyright 1994. page 189. Taking Sides on Clashing Views of Controversial Bioethical Issues. byCarol Levine. Volume 3. copyright 1991. pages: 4-8. The American Heritage History of the Bill of Rights The NinthAmendment. by Phillip A. Klinkner. copyright 1991. pages: 31, 56,75-78, 80-87, 110, 116.

The Scarlet Pimpernel Essay Example For Students

The Scarlet Pimpernel Essay The Scarlet PimpernelThe Scarlet Pimpernel was a fictional character that had a positive goal and, to some, was very inspiring. The period of time that the movie takes place in is a very unstable and radical time. Percy, the main character and the Scarlet Pimpernel, is willing to put his life in danger to stand up for what he believes in. Although he does in a very intelligent way, he is very courageous and intelligent in the way he executes his plans. Sir Percy was willing to look like a fool to be able to keep his identity as the Scarlet Pimpernel a secret. The movie takes place in Paris during the revolution and viewers can see the major changes going on throughout the move. People were being put to death for such minor offenses as cutting down a tree that was thought to be important because it was planted as a sign of independence. People who were though to be a threat to the revolution or Republic were put to death by the guillotine. The movie showed how people may be wrongly bl amed and arrested for a crime they did not commit. When situations arise like this in history panic and chaos breaks out, partly because of fear of being wrongly accused of a fictitious crime and partly for some peoples desire for power and death. We will write a custom essay on The Scarlet Pimpernel specifically for you for only $16.38 $13.9/page Order now The movie contains more than one theme. The first, shows the importance of bravery and sacrifice and the second shows the ruthlessness and betrayal that goes on in government. In the Scarlet Pimpernel the government defense officer believes that he is betrayed by the woman he wants to marry and later betrays her. He goes so far as to threaten to put her brother in jail if she does not help him catch the Scarlet Pimpernel. In these times, it was possible to be put to death for being accused of treason against the government. The revolution that was going on was very necessary, but some of the people that were bringing it about were doing it in the wrong way.

An Analysis of Early Years Philosophies The WritePass Journal

An Analysis of Early Years Philosophies Introduction An Analysis of Early Years Philosophies and is the full document guiding those involved in the provision of years education is seen as merely a minimum standard that they are required to meet and any underlying aims and objectives that should be in mind when establishing their own methods and philosophies. This was given its statutory status by virtue of the Childcare Act 2006. There are underlying aims associated with the guide, including the desire to provide consistency and equality of opportunity for all young children, which will ultimately then provide a secure foundation upon which every child can develop in an appropriate manner and according to their abilities and desires and become well adjusted young adults, in the future. Basic safeguarding welfare requirements are also fundamental to this guidance and, although the focus here is on educational theories, it should be noted that early years’ education theories should, at all times, consider welfare issues and how these may interact within the educational environment (Helm, and Katz 2001). Overarching principles recognise that each child is unique and will be in a constant state of learning and development, and will therefore need to be adaptable and taking the lead from the child in question. Furthermore, the establishment of positive relationships, both with their peers and adult groups is crucial and educational environments should be enabling and positive, regardless of precisely how they are set up or managed. Depending on the nature of the early years provider there may be more specific requirements when it comes to learning and development. For example a childcare provider for wrap-round services, e.g. outside of school hours, would have a lesser requirement to support learning and development, as it would be presumed that the learning and development has been covered within the educational environment. In order to ensure sufficient flexibility, while also ensuring equality and consistency with policies produced in the area of learning and development down into three key subjects: communication and language; physical development; and personal, social, emotional development. All providers of early years’ education need to provide basic supporting literacy, mathematics, general understanding of the world and expressive arts and design. To a certain extent, the rigidity of the current requirements would prevent total freedom within the educational environment and this would disallow a pure theory, such as that of Montessori, to be used although many of the elements of this educational theory can still be present, despite the constraints of the statutory guidance. When establishing methods of learning and development the guidance requires the use of a mixture of directed   and free play within any education establishment and this prevents the approach from begun being entirely focussed one way or the other. The binding agreement to deliver the statutory framework requires that there are three characteristics which must be applied to all the activities that are undertaken by those involved in early years’ education. Firstly, there is the need to encourage playing and exploring which is supportive and congruent with the earlier theories of Steiner and Montessori and which encourage every child to explore and develop during their early years. Secondly, there is the need for active learning which encourages children to concentrate and to continue to strive to achieve the results that they are after (Anning et al 2004). Thirdly, there is the need to encourage the creativity and critical thinking of the children, in order to develop their own thoughts and ideas, as well as making links between ideas which they can then use in the future. Although the statutory guidance has a relatively large level of structure attached to it, on the whole, it follows the educational theories on early years’ education advocated by Steiner and Montessori. Certain requirements are also placed on early years’ education providers; for example, a pupil must have an allocated key person with whom they interact and who has responsibility for ensuring that they are developing and learning in an appropriate manner; this is also seen as a welfare and safeguarding issue, where this is a non- negotiable requirement. Certain standards are expected of children at any stage of early years’ education, such as the requirement that, by a specific age, sentences should be constructed and the children will be regularly reviewed and tested, in order to ascertain whether they are meeting the requirements, exceeding the requirements, or falling short. Although it is not expected that every child will develop at the same place, regular monitoring in many areas which are deemed to be weak is critical and a fundamental part of the current framework, so that the child in question can then be supported to develop in these weak areas. The main assessment is undertaken in the final term of the academic year in which the child becomes five years old is provided to the child’s carers / parent and other professional that are relevant during the early years. This assessment has several purposes other than to simply ascertain the current stage of learning for the child in question and provides information for the teacher who will be dealing with the child, as soon as they enter into compulsory education. This indicates that the early years’ agenda does in fact have the underlying aim of placing children in the best possible position to enter Year One (National Council for Curriculum and Assessment 2004). Another important aspect of the statutory guidance which is relevant to this discussion is the heavy emphasis placed on partnership arrangements, with the requirement for early years’ education providers to engage with the local authority, where appropriate, particularly for welfare and safeguarding issues. The essence of the policies here, therefore, is to fulfil certain requirements for having the statutory, basic standards in place, while also offering freedom to the early years’ educational establishment, in order to allow them to adjust, depending on the nature of their establishment and the types of facilities available to them. This would seemingly be a combination of theories, as discussed above, and goes largely along with the early focus on freedom and independence, but with slight constraints put in place. Based on this it can therefore be argued that the closest educational theories discussed above to the current situation are that of High Scope, where the adult operates as a form of scaffolding around the independent and free learning of the children. There does however need to be clarity, on a day-to-day basis, but the children themselves are given the freedom to develop at their own pace. A Personal Philosophy By looking at the educational theories explored in the first part of this report and also looking at the way in which the government has established guidelines, both compulsory and optional for educational establishments, the author here has been able to develop their own personal philosophy for early years’ education. This personal philosophy also draws, to a certain extent, on reflective learning from the author’s own experience within the early years teaching environment. As a result, and in the opinion of the author, it was found that the educational theories that support the notion of entirely free play are not as effective as the current educational agenda. However, whilst there are merits in the notion of entirely free experiences for very young children, as advocated by Montessori, it is suggested here that there needs to be a degree of structure, as this is more reflective of the educational experience which the children are likely to receive in the future. Moreover, there is an underlying aim within early years’ education to present children with the best possible foundation before branching into compulsory education and this would seem to be the main focus. The author also believes that the most appropriate philosophy is a combination of Waldorf and High Scope, stating that there needs to be at least some degree of structure and expectation, in order to ensure that there is sufficient consistency. Each child leaving early years’ education needs to be in position to undertake compulsory education; therefore, without having at least some boundaries and expectations laid out for all involved in education, this would result in some children not being able to achieve basic standards. This could ultimately impact, not only on their educational knowledge, but also on their self-esteem, if they were to enter compulsory education considerably behind others, in terms of attainment (Hohmann, 2002). Applying the statutory rules which are in place within the UK also supports this philosophy and recognises the fact that the ability of children to learn and develop will be different, particularly within the early years, and there needs to be at least some   freedom for the children to explore and make up their own minds. This does, however, need to be structured and facilitated by the educational professionals, so that any individual weaknesses can be identified and supported in such a way that would not be possible, if total freedom were given to the students. Educational theories provide a strong background to the way in which education should be delivered, both from a physical environment perspective, through to how the adults responsible for delivering education interact with the children in their care. Despite the need for structure, it is noted here that a strong emphasis should also be placed on freedom of choice for the children when building social and self-esteem factors, which are arguably going to be the foundations for future learning, far beyond technical skills such as the ability to read and write (Penn, 2005). By looking at the broader developmental issues, such as those set out in the statutory guidance, those involved in delivering educational standards can adapt to deal with any issues that arise, rather than being constrained to delivering a specific curriculum. Based on this, my own personal philosophy of education is a hybrid between High Scope and Waldorf, with a bias towards increasing structure, so that basic standards are achieved, regardless of the underlying skills and personalities of the children involved. References Anning, A., Cullen, J. and Fleer, M. (eds.) (2004). Early childhood education: society and culture. Delhi, New York and London: Sage Publications Cadwell, L. B., and C. Rinaldi. (2003) Bringing Learning to Life: A Reggio Approach to Early Childhood Education. New York: Teachers College Press. Catron, C. E., and J. Allen. (2007) Early Childhood Curriculum: A Creative Play Model, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall. Department of Education (2012) Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/2716/eyfs_statutory_framework_march_2012.pdf French, G. and Murphy, P. (2005). Once in a lifetime: Early childhood care and education for children from birth to three. Dublin: Barnardos. Helm, H and Katz, L (2001) Young Investigators: The Project Approach in the Early Years, New York: Teachers College Press. High/Scope Educational Research Foundation. (2001). The physical learning environment: Participants guide. Michigan: High/Scope Educational Research Foundation Hohmann, M., et al. Educating   (2002) Young Children: Active Learning Practices for Preschool and Child Care Programs. Ypsilanti, MI: High/Scope Press. Montessori, M (1994). From Childhood to Adolescence. Oxford, England: ABC-Clio. pp. 7–16 National Council for Curriculum and Assessment. (2004). Towards a Framework for Early Learning. Dublin:   National Council for Curriculum and Assessment. Penn, H. (2005). Understanding early childhood. Glasgow: Open University Press. Roopnarine, J., and J. Johnson. (2005) Approaches to Early Childhood Education, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall.