Childhood Education - Free Essay Example

Sample details Pages: 6 Words: 1802 Downloads: 4 Date added: 2019/06/24 Category Education Essay Level High school Tags: Philosophy Of Education Essay Did you like this example? When I think of the future, I think of those much younger than I. I believe teachers are the ones who truly help shape our future. I aspire to make an impact on the world. Don’t waste time! Our writers will create an original "Childhood Education" essay for you Create order With a statement that cliche, I knew my goal would not be easy. As I would ponder just how I would attempt to do something so meaningful, I went through several ideas and one day all of the sudden it came to me- what better way to shape the world than to teach the ones who become our future. I personally remember several teachers who helped mold me into the person I am today. There were a few specifically who left a lasting impression on my heart and the way I envision my future. My previous interest before teaching was psychology. Psychology had always been something which peaked my interest and I wanted to do something in the field. This last January, I was given the opportunity to travel to the Dominican Republic with the Amarillo College Presidential Scholars to teach children in the little town of Monte Cristi. After this experience, I decided I wanted to become an educator. It seemed as if I had an epiphany of some sort. I wanted to shape lives. I want to become an early childh ood educator to inspire and motivate students to become the best version of themselves in and out of the classroom. As a future educator it is important to incorporate theories and standards into ones classroom. An early childhood educator needs to familiarize themselves with the development of a child. Child development includes stages of mental, physical, social, and linguistic growth from birth to age two (Morrison, 2015, p. 5). It is essential for an educator to have knowledge of each individuals needs in the classroom. By being aware and knowledgeable of the development one is promoting Standard 1: Promoting Child Development and Learning. There are several influences on a childs development. This can range from their culture, relationships, socioeconomic conditions, and if there is a disability involved. Being in the position of an educator it would be my responsibility to adjust curriculum based on my students needs. Not only would I need to be able to adjust my curriculum but my classroom as well. I would need and want to reflect on myself and how my students are responding to me (Morrison , 2015, p. 5-8). Tying into the first standard, Abraham Maslow developed a theory named, self-actualization. His theory is based on basic needs. He believed children would not be able to function nor achieve well if the satisfaction of basic needs were not intact. Maslows hierarchy of needs theory states basic needs must be obtained before moving to the next level (Morrison, 2015, p. 147-148). As an educator, it is important I make a child feel as if though they are having those basic needs met. Educators need to be aware of what is going on in a childs personal life at home. Children will not excel if they are not provided with adequate food. I would make it a goal to work with my students families to make sure children are meeting those basic needs. The level which stands out most to me is belonging and loving. Children need to feel as if they belong in my classroom. I want to create a relationship with each individual in my classroom so there are no questions on whether or not t hey belong. I believe it is important to create relationships with students family and community. Standard 2: Building Family and Community Relationships is important to a childs learning. It is beneficial to a teacher to create these relationships because it gives one insight to see how a childs home life is as well as giving the teacher an opportunity to see how families view education. Planning activities which involve families help you learn more about the child. If a child comes from a family who speaks a different language, it would be useful to learn a few words and attempt to speak the childs native language. This makes the child feel validated as well as shows the family you are trying (Morrison, 2015, p. 12). Along with building those relationships, showing you respect your student and their family is necessary. Reggio Emilia Approach was developed by Loris Malaguzzi. Children are the constructors of their own knowledge is the basic belief of this approach (Morrison, 2015, p. 170). Thi s approach emphasizes the importance of respecting children. Along with respect, creating relationships is of utmost importance. I do not believe I will integrate every aspect of the Reggio Emilia Approach, I do believe I will incorporate the fact children learn through social interactions. Another concept I find interesting and useful is Malaguzzi believed children express themselves in many languages, hundred languages (Morrison, 2015, p. 171). These languages include drawing, building, discussing, and modeling. This approach believes children are best expressed through art. I do want my classroom to be child-centered to an extent. Meaning all children should have an education, have something unique about each of them and the childs ideas and preferences should be considered when planning instruction (Morrison, 2015, p. 121). Being able to accommodate for children in my classroom is important to me. A way to know if accommodations need to take place is Standard 3: Observing, Documenting, and Assessing to Support Children and Families. It is a responsibility an educator has to their students. Assessment helps determine if any accommodations need to be made based on a childs development, learning, or academic process (Morrison, 2015, p. 12). Gathering this information can be done in several different ways. One of my personal favorites is the portfolio. A portfolio is a compilation of a students work taken over time as well as a teachers observation (Morrison, 2015, p. 81). This specific method may require a little more upkeep, but I believe it is worth it to see how a child progresses over time. This is also a great way to show a parent what a child has done over the year in a conference or towards the end of the year. A theory which goes along with standard 3 is Blooms Taxonomy. Blooms Taxonomy is the clas sification of objectives educators set for students. This also mentions learning at a higher level is dependent on already having foundational knowledge and lower level skills mastered (Morrison, 2015, p. 82). Blooms Taxonomy is a set of three models; affective, psychomotor, and cognitive. I will implement Blooms Taxonomy in my classroom. This will help me gain a better understanding of a childs knowledge if I decide to use an interview as a way to observe. Depending on the types of questions Id ask, I would be able to see where a student does not understand a specific concept and modify instruction and do what is needed to be done to help the student succeed. Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families is beneficial to have implemented in a classroom. As stated before, relationships are important when it comes to the field of education. Relationships with colleagues, students, and their families. By creating those relationships, it enables you to notice things you may not have before. Once children begin to get comfortable with you as their teacher, they will start acting like they normally would somewhere else. This gives an educator an opportunity to see how they may learn. For example, Bandura and the Social Learning Theory states children learn and gain new information by observation (Morrison, 2015, p. 143). I believe this theory is true to an extent. I do not believe children only learn by observing what others do, but I do believe there is a great influence on a child based on what they observe. The environment is important in this theory. It is important to me a student feels welco me in the environment of the classroom. I want to make my classroom as welcoming as possible. This allows them to fully immerse themselves into learning. Another theory which falls into this same area is behaviorism. This is the idea behaviors are learned through punishment or rewards (Morrison, 2015, p. 142). I will use a rewards system in my future classroom. I am unsure of the exact reward system, but one will be in place. I encourage the idea of students being rewarded for good behavior. I believe being rewarded or punished for a behavior does build learned behavior to a point. A student will learn their action (if positive) will result in good. If the opposite will result in something negative. I do not believe in constant rewards. Process praise provides a foundation for continuous good behavior (Morrison, 2015, p. 428). I believe encouraging is more beneficial than praise. Encouraging focuses more on the childs effort and their success. A child educator is more aware of specific circumstances which impact families of students. Advocacy is the act of engaging in strategies which help improve circumstances of children and their families (Morrison, 2015, p. 18). I believe I need to be the biggest advocate for my students. I would like to work in a school who is known for their advocacy when it comes to their students. Being involved in the community is important to me and I would like to carry this on in my profession. An advocate is part of Standard 6: Becoming a Professional. Becoming a professional means to me that I am always looking for improvement. I am never a finished product. A specific way to help me grow as an educator is to become familiarized with my students community and advocate for improvements where needed. Trainings and workshops will help me learn how to become an advocate. I will need to go to trainings and find other ways to continuously grow as an educator. Learning from others is something I wan t to take advantage of. Early childhood education is influenced by various theorists and their theories. This is the foundation of early education and is still implanted today. I believe children are the future and as a future educator, I want to be able to nourish this concept as effectively as possible. Including all children and their learning styles in a classroom is crucial to me. With so many resources available to teachers, it is not as difficult to adjust an instruction to better suit a child, or to modify your teaching style to benefit a child with a special need. It is evident those who are interested in this field have a passion for others. There is a substantial amount of effort which goes into becoming an early childhood educator. I believe each child can learn and all it takes is a specific individual to make this feasible for them. There will be trials within this profession, but knowing I have the potential to make even one student realize all they are capable of, is worth it.

What Makes A Good Leader - 1507 Words

At its simplest definition, a leader is someone who leads other people. But what makes someone a leader? How come some people are leaders and some people are not? How can someone become a leader? Before we can examine what makes a good leader, we have to understand what is the meaning of leadership. Leadership is a topic that has interested historians and philosophers since ancient times. Introducing the expression â€Å"managers are people who do things right, and leaders are people who do the right thing†, Bennis and Nanus (1985) asserted that an individual couldn’t be both a leader and a manager because leaders and managers have fundamentally different values and personalities. It germinated theidea implying that leaders are inherently good while managers are essentially cold-hearted. This perspective sees the manager as logical, strict, productive, impersonal, and short-term focused. In comparison, leaders are creative, innovative, they can adapt and they are long-term focused. I truly believe that beyond the personal traits of a leader, there are specific skills someone must master if they want to be a leader. The first one is â€Å"Effective communication†, being more than just simply speak and write to someone else. A leader s communication must move people to work toward the goal the leader has chosen. That way, a good leader will clarify the goal of the communication, express his meaning with conviction, identify the action to be taken and confirmShow MoreRelatedWhat Makes A Leader A Good Leader? Essay1528 Words   |  7 PagesWhat makes a leader a good leader? If being a leader was an easy task, then anyone would become a leader. In order for an individual to rise above others and become a good leader, they need to acquire a few personal skills and characteristics. A common belief is that a good leader must have high intellectual abilities and technical skills in order to be successful. However; according to Daniel Goleman, there is a good rel ationship between the emotional intelligence of a leader and the effectivenessRead MoreWhat Makes A Good Leader?1377 Words   |  6 Pagesas a human being. Without great leaders to help instill and create a sense of direction, I believe society world will be stagnant. I believe there is a variety type of the leaders such as, good leaders and bad leaders. A good leader must have several qualities. These qualities should not be taken likely and must be able to possess qualities like having good morals, such as integrity which will set the example for their subordinate. In addition to being a good leader, you must have a strong mindsetRead MoreWhat Makes A Good Leader?961 Words   |  4 Pagesshould also be able to delegate by understanding group behavior and knowing what makes a good leader. They can do this first by recognizing their own leadership traits and management style. 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Many can lead during the good times, it is when the going gets tough, that one sees the true character of a goo d leader. Tribulation and selflessness plays a huge role in the ethics of a good leader. Aristotle proposed that character â€Å"is that which reveals choice, shows what sort of thing a man chooses or avoids in circumstances where the choice is not obvious† (Nussbaum, 1992 as cited in Hannah, Avolio, Walumbwa, 2011). While competency is a vitalRead MoreWhat Makes A Good Leader?1509 Words   |  7 Pageslead. There are many definitions on what leadership is and most are usually correct in one way or another. A person’s leadership philosophy can be greatly influenced in many ways spanning their entire life and career. I have been influenced in many ways, starting with my parents and continuing to the newest A-school student checking into the Air Station. 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Are the rules and plans set by the commissioner right in any way or are they just set in aRead MoreWhat Makes a Good Leader1603 Words   |  7 PagesWhat Makes a Leader In the three surveys that I took about what makes a good leader, all three of the individuals agreed on relatively the same thing. Not one of the survey takers chose the answer neither agree nor disagree or worse. Each answer was agree or strongly agree to the fourteen questions. A leader has great characteristics and the ability to motivate others. In this paper, I will go over their results and talk about what makes a good leader. There are three main things that make

Teams and Groups Literature Review

Question: Discuss about theTeams and Groupsfor Literature Review. Answer: Introduction Teams and groups have for a long time characterized the formation of alliance in human beings (Whelan, 2014). The two distinct entities have allowed different entities to achieve a common goal. Although used interchangeably by most people, the aspects bring out different perspectives when used in a given context. A group is usually comprised of two or more individuals who always share common characteristics and interests and identify with each other due to these aspects (Whelan, 2014). Teams, on the other hand, comprise of different members who come together to achieve a common goal and share responsibility for the teams success (South, 2007). It is, therefore, important that one perfectly understands the difference between the two to properly incorporate their use in daily lives. Additionally, the independent concepts advanced by each aspect should also be grasped to properly implement them towards the achievement of common goals. Literature Review Teams and groups differ in several ways with regard to achievement of goals and overall targets. Teams usually have a particular task orientation which requires them to coordinate different tasks and activities to ensure achievement of the set targets and goals (Turner, 2014). However, groups do not always need to focus on specific outcomes or a common purpose when working towards a set of goals. The two concepts also differ from one another with regard to degree of interdependence where team members hugely rely on each other since they bring to bear a set of resources to produce a common outcome (Whelan, 2014). The situation is, nevertheless, different in groups as the individuals can be entirely independent from each other and not rely on the members (Brown, 2015). The aspects may also be differentiated with regard to purpose where teams usually have a set of outlaid targets and particular reasons for existence. Groups, on the other hand, exist for the sole purpose of fact. In this regard, a group may exist since its members share an ethnic or racial background The degree of formal structure may also be used to differentiate the two entities where the team members tend to have specific set of roles and duties that are clearly defined. Groups, however, do not need such formalities and roles usually do not need to be assigned (Braithwaite, 2015). The situation also includes the familiarity of members as the team members are mostly aware of each other as they regularly interact to accomplish the laid out strategies and tasks. This is different in the case of groups where the members may have personal relationships with each other or have no knowledge or interaction whatsoever (Hinds, 2015). Nevertheless, teams and groups share the same ideals with regard to management that enhances the achievement of their objectives. It is important that leaders of the respective teams and groups try to understand the different nature of the members and try to integrate them to allow achievement of overall goal (Landy Conte, 2016). The aspect will make it easy for the members to form and maintain healthy relationships which are important for the team. Additionally, the concept allows the members to develop interpersonal skills which are important especially in the case where the team wants to achieve a long term goal (Meredith, 2011). This concept, however, usually escapes most managers leading to them making wrong decisions concerning their members. One of the major problems with many managers is they attempt to manage people as if they were resources or as simply means to an end. (Reeves Read, 2013) This factor contributes negatively to the output of the members. It creates a situation where they feel as though they are other machines and equipment and the manager fails to appeal to their emotions. Research has shown that team members usually tend to be more thrilled with managers who express their interest to engage with them rather than issue out instructions in a dictatorial manner (Page, 2008). It cripples the ideals that have characterized team membership for a long time. Team membership is also characterized by aspects of delegation of duties. This is the process through which managers transfer the responsibility for a task to a subordinate with the appropriate authority to carry it. It is imperative that the team or group leader understands this concept effectively to avoid possible cases of abdicating control or losing their power to lead the members towards the common objective (Galegher et al., 2014). Therefore, the leader needs to demonstrate a complete understanding of the process through understanding what and when it is appropriate to delegate and to whom. It is also important to understand the concept of empowerment during delegation and develop strategies effective for the empowerment of the members who have been delegated the respective duties. To effectively enhance the concept, the leader should try to enable them get their work done by developing a sense of self efficacy (Dima, 2013). Additionally, there is also need to energize the people through mobilizing intrinsic excitement factors which are responsible for the overall reaction of the people involved. The varied nature of groups and teams may lead to development of corporate psychopaths who may hinder the overall objective of the people involved. They may be in the form of bullies who use intimidation, cons that exert influence or even the puppet master who are good at manipulating (Duranti et al., 2012). These distinct features of members may make it difficult to build and maintain interpersonal relationships in groups or teams. In recent times, most people have fallen prey to these psychopaths due to the distraught notion that they have feelings and care for other normal people. This, however, is not the case. They lack empathy but develop extraordinary acting skills enabling them to encourage us to empathise with them (Gibson, 2012). The difficult nature of these people may make it difficult for the team or group to withstand the test of time. They tend to be violent and rude towards other members even though they might be shown empathy. In a group setting, it is important that action is taken immediately and such people are put under medical care. The problem may arise since the individuals may not understand the consequences of their action. The Peter Principle, therefore, calls for proper guidance and counselling to allow the team achieve its targets. Diagnostic Tools Various diagnostic tools have been used over the years to help improve the relationship between members of a team or group. The Johari window has been successful in recent years due to its focus on key issues that affect the wellbeing of the people involved (Lowi Hood, 2011). It involves giving the subjects the opportunity to choose adjectives that best describe their personality. Their peers are also given these adjectives to help explain the behaviour of the subjects. In this regard, the answers are placed in four rooms; room one explains the part of ourselves that we and others see, room two is the aspects that others see yet we are not aware. Room three explains our private spaces that we tend to hide from others while the fourth room explains a part neither seen by the subjects or the peers (South, 2007). Therefore, it is important that effective measures are established to see to it that the distinctive aspects are understood and respected by each member of the group. Accordin g to Mindtools, the tool effectively assists the overall improvement of relationship between teams and groups (Whelan, 2014). It is also important that when selecting teams, one understands the effective personalities of each member to ensure that they come up with proper strategies to accommodate them. The big five personality test, therefore, comes in handy at this particular period to help the members explain their general attitudes and feelings towards each other (Milfont Sibley, 2012). The test does not include a yes or a no to ensure that the right feeling is brought out by an individual. The team leader can, consequently, use the answers to help set strategies for the betterment of the team (Komarraju et al., 2011). The test involves numbers where 1 is strongly disagree, 2 is disagree, 3 is neither agree nor disagree, 4 is agree and 5 is strongly agree (Cobb Clark, 2012). They help communicate the general thoughts of oneself as well as how they impact to other members of the team or group. The Belbin team inventory can also be used to assess the role and behaviour of an individual when in a controlled environment such as a team. It includes feedback from both the observer and the individual regarding their thoughts on the subjects behaviour at a given time (van Dierendonck Groen, 2011). The feedback generated helps classify the individuals into; coordinator, shaper, plant, monitor evaluator, implementer, resource investigator, team worker and completer finisher. Recent developments have seen the introduction of the role of the specialist to help complement the whole aspect. The method (Whelan, 2014) has, however, been criticized since it may not always guarantee accuracy especially in the cases of the overall team role of the individual at the time. There are also possibilities that the role outlined by the traits of the subject may not actually reflect the input and hard work which is actually put in place. Nevertheless, the diagnostic tool has been able to stand the test of time and enabled different individuals understand as well as appreciate their roles and that of their colleagues. Additionally, it emphasizes on the aspects of collective improvement towards a certain objective. Areas for Improvement The aspects, therefore, help point out the need to come up with effective measures which will see to it that the overall cohesion of members of a team or group is improved. There is need to develop interpersonal skills which are vital in such gatherings to further the overall goal. Additionally, it allows easy achievement of set goals and targets especially in the case where the team wants to achieve a long term goal (Beebe, 2014). The issue also lies with the need for the group leaders to effectively adopt strategies which help in the overall betterment of the group or team. Thus, relevant strategies and frameworks for approach need to be explained immediately. The aspect can be enhanced through improvement of knowledge and skills with regard to the functionalities of teams and groups. This can be improved through seminars and training programs where individuals are enlightened on the various issues and thematic concerns surrounding the concepts. It is important that experts are invited to help steer these training programs at a given time. Additionally, there should be clear cut goals, objectives and targets for each training session which should be reviewed at the end (Klitmller Lauring 2013). It helps impart the skills and knowledge that will help in the proper understanding of the concept. This is particularly important in an organization setting since there is a lot of incorporation of team work aspects. The members can also be encouraged to accept the diversity of people and, hence, develop interpersonal skills which help team build and maintain workplace relationships. Such skills are important since they help the members of the team find ways to accommodate each other to help advancement of the agenda. It is important to understand the concept of fitting in trough sacrificing or finding common avenues for interaction (Joshanloo Afshari, 2011). This may be through encouraging o team building activities which help create a bond among the members. The leaders too need to understand their roles in the team and relate with each member. They need to understand the importance of proper relationships as well as the concepts of delegation and empowerment. Moreover, the leaders need to develop strategies which accommodate the interests of all the members at the particular time. thus, the leader should first try to learn the importance and contribution of each member through the various diagnostic tools available and ensure that there is an overall understanding. The concept of trust should also be furthered by the manager to allow proper input by the employees. Conclusion Teams and groups are, hence, seen as important aspects of any institution. They help come up with effective measures which are in the interests of the people involved. It is imperative, thus, that they are taken in high regard by the society and incorporated in their activities. However, the fact that there is diversity should also be appreciated and respected. This will allow the members to develop interpersonal skills relevant to the study and the achievement of the group goals and objectives. References Beebe, S. A., Masterson, J. T. (2014).Communicating in small groups: Principles and practices. Pearson Higher Ed. 17(1), 20-40 Belbin, M. (2004). Belbin team roles.Book Belbin Team Roles. Pearson Higher Ed. 18(1), 19-24 Braithwaite, J. (2015). Bridging gaps to promote networked care between teams and groups in health delivery systems: a systematic review of non-health literature.BMJ open,5(9), e006567. Brown, A. D. (2015). Identities and identity work in organizations.International Journal of Management Reviews,17(1), 20-40. Cobb-Clark, D. A., Schurer, S. (2012). The stability of big-five personality traits.Economics Letters,115(1), 11-15. Dima, I. C., Vladutescu, S. (2013). Certain Current Considerations on the Managerial Communication in Organizations. Pearson Higher Ed. 17(3), 10-40 Duranti, C. M., de Almeida, F. C. (2012). Is more technology better for communication in international virtual teams?.International Journal of e-Collaboration (IJeC),8(1), 36-52. Galegher, J., Kraut, R. E., Egido, C. (2014).Intellectual teamwork: Social and technological foundations of cooperative work. Psychology Press. 8(1), 36-52 Gibson, M. F. (2012). Opening up: Therapist self-disclosure in theory, research, and practice.Clinical Social Work Journal,40(3), 287-296. Hinds, P. (2015). Teams and groups.Wiley Encyclopedia of Management. 8(1), 36-52 Joshanloo, M., Afshari, S. (2011). Big Five personality traits and self-esteem as predictors of life satisfaction in Iranian Muslim university students.Journal of Happiness Studies,12(1), 105-113. Klitmller, A., Lauring, J. (2013). When global virtual teams share knowledge: Media richness, cultural difference and language commonality.Journal of World Business,48(3), 398-406. Komarraju, M., Karau, S. J., Schmeck, R. R., Avdic, A. (2011). The Big Five personality traits, learning styles, and academic achievement.Personality and individual differences journal,51(4), 472-477. Landy, F. J., Conte, J. M. (2016).Work in the 21st Century, Binder Ready Version: An Introduction to Industrial and Organizational Psychology. John Wiley Sons. 17(3), 20-40 Meredith Belbin, R. (2011). Management teams: Why they succeed or fail.Human Resource Management International Digest,19(3). 16(1), 10-20 Milfont, T. L., Sibley, C. G. (2012). The big five personality traits and environmental engagement: Associations at the individual and societal level.Journal of Environmental Psychology,32(2), 187-195. Lowy, A., Hood, P. (2011).The power of the 2 x 2 matrix: Using 2 x 2 thinking to solve business problems and make better decisions. John Wiley Sons. 2(1), 8-11 Page, S. E. (2008).The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton University Press. Reeves, B., Read, J. L. (2013).Total engagement: How games and virtual worlds are changing the way people work and businesses compete. Harvard Business Press. South, B. (2007). Combining mandala and the Johari Window: An exercise in self-awareness.Teaching and Learning in Nursing,2(1), 8-11. Turner, M. E. (2014).Groups at work: Theory and research. Psychology Press. van Dierendonck, D., Groen, R. (2011). Belbin revisited: A multitraitmultimethod investigation of a team role instrument.European Journal of Work and Organizational Psychology,20(3), 345-366. Wheelan, S. A. (2014).Creating effective teams: A guide for members and leaders. Sage Publications.

When Brothers Share a Wife by Melvyn C. Goldstein Essay Example

When Brothers Share a Wife by Melvyn C. Goldstein Paper Goldstein is an American Anthropologist and Tibet scholar whose mall focus Is on the Tibetan society. In this article, It speaks about these three brothers who are Tibetan living in Limb, Nepal. They are all to marry one wife who leaves her home to live with them. All of the brothers share working and having sex with their wife. Unlike our own society, Tibetan society allows a variety of marriage types: monogamy, fraternal polyandry and polygon. They have these family plans for each type of marriages. Monogamy Is when the three brothers take three wives and each have three sons and so on. Polyandry Is when the three brothers take one wife and have three sons. In my opinion both these types are wrong. Im not sure of anyone being in their right mind, would think its okay for brothers to marry one wife together. Its odd to think the wife doesnt seem to care, she thinks of it more as a way that three husbands are better and more helpful than one. We will write a custom essay sample on When Brothers Share a Wife by Melvyn C. Goldstein specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on When Brothers Share a Wife by Melvyn C. Goldstein specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on When Brothers Share a Wife by Melvyn C. Goldstein specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This article reminds me of the video we watched in class only a little different. The video had to do with men who had more than one wife; each woman would watch their own area near their hut. The one message to receive and get out of this article is the culture relativity. It goes to show that each culture is valid in its own way. The Tibetan society were grown up to learn that their relationships are okay Just as how weve grown up in our own society to think it isnt normal and that are way is the right way.