TIME WELL SPENT

 

It has been a wonderful journey of learning and discovery on a personal and professional level while completing my Master’s.  I have learned so much from each course.  I am thankful for the wonderful Professors who have guided and supported my learning throughout my Master’s.  Perhaps, some day I will master the APA format!  As well, I am thankful for learning with and from my colleagues in each course.  The depth and breadth of knowledge and expertise in our discussions has increased my own understandings and knowledge about the early childhood field. I wish each and every one of you the very best in whatever path your career takes you. 

  What I discovered over the course of my studies at Walden University:

• No matter how much you think you know there is always more to learn provided you are open to the endless possibilities.  Ongoing learning about oneself and the early childhood field is such an important part of being an authentic teacher/educator.

• Love, support, and encouragement are the cornerstone of success.  You do need the people in your life (personally and professionally and regardless of age) to keep you growing, to share your hopes, goals, and dreams with.    More importantly, every experience influences us as individuals.  The people we meet along the way can help us and guide us in whatever we do.

• My studies have broadened my understandings and knowledge about current research and effective practices, issues and trends, and numerous professional opportunities at various levels.    I am thankful for the many, many resources we have accumulated over the course of our studies.

4     One of my long-term goals:  To follow through with my capstone project with my manager.  Hopefully she will give me the green light to proceed.  I look forward to continued growth and learning in implementing my capstone project over the next year.  One of my other goals is to increase my skills and confidence in creating a wonderful learning environment for adult learners on their journey in early childhood education.

Favorite Quotes:


“Everyone has the ability to inspire others.” ~Julie Benavides~



My experiences and learning in the MS ECS program



"While we try to teach our children all about life,
Our children teach us what life is all about.
~Angela Schwindt~

"Each person's map of the world is as unique as their thumbprint.  There are no two people alike...no two people who understand the same sentence the same way...So in dealing with people try not to fit them to your concept of what they should be.            ~Milton Erickson~

Week 6-Jobs/Roles in the ECE Community Internationally

In exploring the International Community of Early Childhood, I discovered many organizations working to make a difference in the lives of children and their families.

The Kiwanis International (http://www.kiwanis.org)

The Kiwanis International has been in existence for approximately 90 years.  It is a "global organization of member of every age who are dedicated to changing the world, one child, one community at a time" (Kiwanis International, 2012).   The Kiwanis International envisions a world where children do not suffer from hunger, abuse, neglect, or inadequate health care (Kiwanis International, 2012)  According to the website, Kiwanis International will assist more than 61 million mothers and their babies!  The organization consists of a Board of Trustees and Foundation Staff. There are many partners of Kiwanis International (through donating regularly to the Foundation). There are opportunities for employment; however, currently, the positions are technical.  I did like that the career opportunities section asked if you wanted to "start a career that will impact the lives of others positively everyday"(Kiwanis International, 2012). 

Association for Childhood Education International (ACEI) (http://www.acei.org/)
I believe this website was recommended in class, but I needed to explore and discover more about the Association.  I loved the four core beliefs of the Association where uniqueness, universality, quality, and equality serve to guide the Association.  ACEI supports all that we have discussed in our course! Additionally, the mission and vision statements appealed to my interest in quality education for children. There is an Advisory Council, Executive Board, and staff who make up the ACEI.  Interested individuals can apply to be a board member.  The list of qualifications included some of the following: demonstrate a commitment to the philosophy and goals of ACEI; strong leadership skills; demonstrate a desire to promote excellence; sincere commitment to the education of all children; board knowledge of Early Childhood (AECI, Executive Board Qualifications).  Additionally, you have to be a member of the Association (if interested in becoming a board member.  I think the ACEI sounds like a great Association (one which I am going to join).



Children International (http://www.children.org/education.asp?sid=A02EF05D-8437-49C4-B239-C1FF33EB09D1)
Similar to Save the Children, the Children International organization is another humanitarian organization focused on overcoming poverty (asked to sponsor a child).  I do like that Children International is devoted to "bettering the lives of impoverished children, their families, and communities" (Children International, 2012).  Their vision, mission, and goals focus on helping children and their families break free of poverty through education, etc.   Children International does have a volunteer Board of Directors, and Executive Officers.  There are several job opportunities, however, all are technical positions.  Regardless of the position, excellent communication skills would be essential to be a Board member.

UNESCO (http://portal.unesco.org/en/ev.php-URL_ID=11708&URL_DO=DO_TOPIC&URL_SECTION=201.html)
I explored the UNESCO -Education section for job postings.  Currently, there are no job vacancies; however, I did explore the job qualifications for a position at UNESCO.  One's level of expertise in education, culture, science, communication, management, or administration would be a determining factor in applying for a position.  The positions start at a Junior level where one would need to demonstrate competency in implementing programs and projects.  The next level is  Middle level where one would be the team lead and then Management level positions (Head of a section, etc).   Further qualifications include having a university degree in education, science, communication, etc as well as proficiency in French and English (other languages an asset as well).  Depending on which level you wish to apply for you need to have the required numbers of years experience.  For example, for the Junior level you need at least 2 to 3 years experience.  UNESCO encourages you to review your qualifications before applying.  It would be an exciting career choice and opportunity to be involved in an organization such as UNESCO.

Week 4: Roles in the ECE Community

There are many interesting organizations that promote quality in early childhood within Canada. Many of the organizations  I explored are managed by a volunteer Board of Directors.  Additionally, for many of the organizations, there is a membership fee.  However, to be involved in any of the organizations I have listed below, I believe one would need to have excellent communication and collaboration skills as well as presentation skills to be viable contributing members.  I have listed a variety of different associations and organizations as I believe all help to increase my awareness of what is happening in the field of early learning and care.

Child Care Advocacy Association of Canada (http://www.ccaac.ca)
The Child Care Advocacy is "dedicated to promoting a publicly funded, inclusive, quality, non-profit child care system" (CCAAC).  The members of the association include early childhood professionals, families, and early learning and care programs.  The Child Care Advocacy Association includes a director who is elected from the membership from each of the provinces and territories in Canada to serve on the Board of Directors. A Board member would need to have good communication skills and interest in policies and issues in early childhood. Other members are from the Council of Child Care Advocates. You do need to be a member in order to participate on the Board of Directors.  Individual membership is inexpensive ($15) where members receive updates and publications of what is happening in the field electronically.  The Child Care Advocacy Association of Canada "develops policy solutions to child care issues, presents briefs and submissions to the government, and is a partner in initiatives to raise the public profile of child care" (CCAAC).  I think the Child Care Advocacy Association provides a great way to keep abreast of what is happening in the early childhood field. 

childcarecanada-Childcare resource and research unit (CRRU) (http://www.childcarecanada.org)
The Childcare resource and research unit provides "public education, resources, and consultation on ECEC policy and research" (CRRU).  Interestingly, the CRRU is staffed by a number of professionals with unique backgrounds such as early childhood professionals, psychology, library sciences, political studies, women studies, sociology, labor unions, and art (CRRU).  The CRRU has an Executive Director, two other staff members, and a web developer.  The newsletter is free and the website posts other current documents of interest.  The CRRU's mandate is the following: "Provide public education, resources and consultation on ECEC policy and research; foster and support research in various fields focusing on ECEC; carry out relevant research projects and publish the results; support, promote and provide communication on ECEC policy and research" (CRRU).  The newsletter is free!  The website regularly posts updates on what is happening in child care in Canada. Interestingly, the Executive Director, Martha Friendly has been in the early childhood field for over 25 years and has been a key researcher in Canada.  I would love to have her expertise in researching and writing publications!

Success By 6 (Ottawa) (http://www.successby6ottawa.ca/)
The Success By 6 (SB6)has many members/partners who are dedicated to increasing the awareness of and investment in early childhood development.  The goal of SB6 is to offer all children a good start in life (SB6).  The SB6 has a small staff of five who collaborate with many individuals from many different organizations in Ottawa.  The working structure of SB6 includes the Council of Partners who are responsible for setting the overall direction and policies (SB6).  The Council is comprised of community members from provincial ministries, school boards, hospitals, the City of Ottawa, Public Health, and United Way.  Other representatives for SB6 are from the Ottawa Network for Children(ONC).  The role of ONC is to make recommendations  and to advise the Council. There are a large number of individuals and organizations who form the ONC. The Research and Evaluation Action Group consists of members from local and community networks and are responsible for designing and implementing the SB6 framework (SB6).  United Way acts as a host and offers financial support as does the City of Ottawa.  You can join the fabulous network of individuals and organizations or one can make a donation.  To be one of the staff members, you would need to have excellent communication and collaboration skills as well as presentation skills.  Being part of SB6 would be an exciting way to be actively involved in a community organization interested in children and their families.

Canadian Child Care Federation (http://www.cccf-fcsge.ca)
Interestingly, the Canadian Child Care Federation is the largest national early learning and care organization with over 11,000+ members (CCCF).  The CCCF is "committed to providing Canadians with the very best in early learning and care knowledge and best practices" (CCCF).   A Board of Directors and a member Council  and a small staff (accounting, marketing) make up the CCCF.  There is a membership fee.  The CCCF publishes a journal entitled Interaction which is free with membership.  There are many resources available on the website (some do you have to pay for).  It would be interesting to be part of the member Council where good communication skills would be essential.

Child Care Human Resources Sector Council (CCHRSC) (http://www.ccsc-cssge.ca/)
If interested in human resources issues in  the early learning and care sector,  the CCHRSC would appeal to you.  CCHRSC is non-profit organization guided by volunteer board members who represent a variety of different organization and agencies at  national and provincial levels.  There is a staff of six who are responsible for the day-to-day work of CCHRSC.  There are resources for ECEs,  faculty teaching early childhood, and resources for Human Resources.  Of interest, is the HR toolkit a recent project of CCHRSC.  I think this is a valuable resource and believe to be a part of CCHRSC individuals would need to have excellent communication skills. 


Landon Pearson Resource Centre for the Study of Childhood and Children's Rights (http://www.landonpearson.ca/index.html)
  The Landon Pearson Resource Centre is a leader in the discussion of children's rights.  The Resource Centre has "initiated and facilitated the development of initiatives and projects dedicated to the advancement and betterment of the lives of children" (Landon Pearson Resource Centre, 2012). The vision of the LPRC is the following: " every child in Canada will grow up aware of his or her rights and responsibilities and enabled to exercise them within a receptive and respectful society" (LPRC, 2012).   The Landon Pearson Resource Centre has an advisory board made up of academics, governmental, and non-governmental experts and youth (LPRC, 2012).  There are materials and publications available on the website.  As well, there are a number of recent initiatives of the LPRC.   To be involved in the Landon Pearson Resource Centre would be very interesting.

Exploring Roles in the ECE Community

In exploring the many organizations within my area, I found several that were of interest to me. 

The College of Early Childhood Educators (www.collegeofece.on.ca).

To use the title of early childhood educator, individuals in the province of Ontario must register with the College of ECEs.  The College is made of up of 14 elected members and 10 public members (College of ECEs, 2011).  The College confirms the professional status of early childhood educators (College of ECEs, 2011).  Unfortunately, there are no job opportunities available at this time.  Recently, the College of ECEs created the “Standards of Practice” document, a first of its kind in Canada (College of ECEs, 2011).  Individuals who are interested in policies, assessment of internationally trained early childhood educators to name a few would be able to pursue a career within the College of ECEs.   If there were opportunities within the College of ECEs, I would be most interested in pursuing the assessment of internationally trained early childhood educators.  I would love to learn about other countries early childhood education standards. 

  The Ontario Reggio Association (www.ontarioreggioassociation.ca).

This is a non-profit organization created to support the “ongoing collaboration of Reggio inspired individuals, schools, and institutions” (OntarioReggioAssociation,n.d.).    If you have a passion or interest in “studying and working with the inspiration of the Reggio approach” (OntarioReggioAssociation,n.d.),  then this supportive organization would be of interest to you.  Workshops and Saturday sessions where people share their documentation offer opportunities for teachers, parents, early childhood educators to connect and explore the Reggio Emilia approach.   Good communication and collaborative skills would be needed to participate.   It is one of my goals to join this particular association as I am very interested in learning more about the Reggio approach.

   St. Lawrence College (http://www.stlawrencecollege.ca)  is one example of a community college in Ontario, however; there are 24 Community Colleges that offer an early childhood education program.  Currently, St. Lawrence College is seeking part time teachers who are interested in teaching and field placement supervision.  To work at St. Lawrence, you must have at least 5 years’ experience in licensed child care, an early childhood education diploma and related degree as well as post-secondary teaching experience.     It is interesting to read the job posting at St. Lawrence as this is where I earned my early childhood education diploma and worked for 10 years in the early learning center. Teaching involves much more than the outlined criteria.  Additional skills involve communication, presentation skills, knowledge of how adults learn, organizational skills, problem solving,  ability to work with others, collaboration skills to name a few.   Teaching is a passion of mine.

   The Association for Early Childhood Educators (AECEO) ( http://www.aeceo.ca/) (provincial)

    Ottawa Valley Branch (http://www.aeceo.ca/Branches/OVB/default.htm)(local)

The AECEO serves and acts on the behalf of all early childhood educators in the province of Ontario. The AECEO is made up of elected members who implement and support the mission and mandate of the association (AECEO).   The AECEO supports professional growth by hosting an annual conference.  This year the theme of the conference is "Navigating your Career for Success: A Roadmap for Professionals."  The conference will be held in Toronto, Ontario.  I think the AECEO is a wonderful way to keep up-to-date with what is happening in the field of early childhood.  The Ottawa Valley Branch (local) meets each month.  They have planned local events such as the "Week of the Child" and hosted many mini workshops and conferences in Ottawa.  With my busy schedule, I appreciate the emails, newsletters, and links to what is happening in the field.  The local branch at the AGM last evening elected new members to the Board of Directors. Good communication skills would be essential to being a board member of the AECEO. 

EDUC 6990-Capstone: Practical Application in the Early Childhood Field

The blog forum will be used throughout the next eight weeks as I complete the last course as part of my studies at Walden. 

Favorite quote this week:
"No one has yet fully realized the wealth of sympathy, kindness, generosity hidden in the soul of a child.  The effort of every true education should be to unlock that treasure."  Emma Goldman

EDUC 6164: Week 8- Professional Hopes and Goals

One hope that I have when I think about working with children and families who come from diverse backgrounds

 I hope to continue the journey of learning and celebrating our similarities and differences.  I hope to be able to work with my colleagues to create a wonderful learning environment that is welcoming and respectful of all of the children and families attending.  

One goal related I would like to set for the early childhood field related to issues of diversity, equity and social justice:

My goal is to develop skills and comfort in addressing hurtful comments or actions in the classroom.   My goal is to be mindful of my own behavior and words.  I recognize the messages my words and actions can communicate to the children and their families (or not communicate).   I admit that I have little experience talking to the children about bias, but I am willing to listen, to learn and ask questions (Derman Sparks & Edwards, 2010).

A word of thanks:

I have enjoyed reading and learning from our many discussion and blog postings. Thank for your insightful comments which helped to further my understanding.  I wish all of you the very best in your future studies.

Reference

Derman-Sparks, L. & Edwards, J.O. (2010). Anti-bias education for young children and ourselves.  Washington, DC: National Association for the Education of Young Children (NAEYC).

EDUC 6165-Week 8-Reflecting on Communicating and Collaborating in Early Childhood

To my Colleagues in EDUC 6165,
The last eight weeks have flown by so quickly!  I have learned so much about communicating and collaborating.  I hope I can put all of my learning into action!  I know I am trying to be a more empathetic listener with my work colleagues, family, and friends.  Thank you for your wonderful insights, comments, and support over the past eight weeks.  I have enjoyed learning from each and every one of you.  I wish you all the best in your future studies.
Take Care,
Tamara

EDUC 6164-Week Seven-Welcoming Families From Around the World

The Scenario:

 I am working in an early learning and care program where I receive word that a child of a family who has recently emigrated from Costa Rica will be about to join my group soon.  In order to prepare myself to welcome the child and her family, I need to know more than the surface facts about their country of origin. 

Five ways in which I will prepare myself to be culturally response towards this family include the following:

a)       Take time to learn about the culture of the family through reading and researching to discover more information about their country of origin

b)     My preliminary research indicates that Spanish is the spoken language in Costa Rica (along with English).

c)      Take time to reflect the culture in the environment from welcoming signs in English and Spanish, to including artwork, posters, and books.   

d)      Post a map of the world in the classroom in order to promote discussion with the children about different places in the world.

e)      Learn some words of welcome in their language.  I do not speak Spanish so this would be a learning experience for me.    I will continue to promote the child’s home language.

f)       Prepare paperwork.  Be sure that the required paperwork is available in Spanish and English.  I would need to find someone who spoke Spanish to help with this process.

g)      Although I have done some preliminary prep work to help me feel more confident, I recognize that I cannot make any assumptions about the family’s background and culture and think I know the family before meeting them.

h)      I understand that it will not be easy for the family to leave their child at the early learning and care program.  I hope to spend as much time as possible with the family to ease their anxiety.  I will be sure to have an extra staff available on the day the child and family arrive (if possible).

i)        I will take time to find community organizations that assist immigrant families to access local resources and services (Derman Sparks & Edwards, 2010).

By taking the time to learn about the family’s culture, I hope to feel more confident in connecting with the family.  I hope the child and family will feel welcomed to the early learning and care program.  I think creating a welcoming environment will help to a build positive relationship with the child and family.  

Reference

Derman-Sparks, L. & Edwards, J.O. (2010). Anti-bias education for young children and ourselves.  Washington, DC: National Association for the Education of Young Children (NAEYC).

EDUC 6164-Week 6-The Personal Side of Bias, Prejudice, and Oppression

A recent online news story caught my eye.   The story involves a ten year old boy who went home for lunch from school.  Upon return to school, he is ridiculed and teased by the children because he smells like fried fish.  The teacher rather than chatting to the children about different smells,  tells the child to go to the hall where she sprays him with Fabreeze.   

Here is the link to the news story:

http://news.sympatico.ca/oped/coffee-talk/teacher_sprays_student_with_febreze_after_fishy_lunch/53a114f3

The teacher did not treat the child fairly or with respect rather her treatment of the child served to make the child feel embarrassed and different from his classmates.    The child’s “developing sense of self is hurt by name-calling, teasing, and exclusion based on identity.  And children who engage in such hurtful behaviors are learning to be bullies” (Derman Sparks & Edwards, 2010, p. 6).  In this case the teacher is reinforcing the children’s attitudes to this child with her own behavior.

The boy’s mom wants an apology from the teacher.   As a parent and educator, I am upset that an adult would treat a child this way.    The incident makes me wonder why the teacher thought that spraying a child with Fabreeze would be acceptable.

In this situation, I believe the teacher needs to explore her own thinking, behavior and words.  She needs to consider how her behavior has impacted the child and how to turn the situation around.  “The better you know yourself, the better you can understand your own responses to the children and families you work with” (Derman Sparks & Edwards, 2010, p. 21).  Additionally, the teacher in this story needed to “gently but firmly intervene, support the child who has been hurt by the biased behavior, and help children learn other ways of interacting” (p. 6).  

References

Derman-Sparks, L. & Edwards, J.O. (2010). Anti-bias education for young children and ourselves.  Washington, DC: National Association for the Education of Young Children (NAEYC).

EDUC-6165-Week 6-Working in Teams-The Adjourning Stage

With many of the groups (committees and working colleagues), I have been involved in over the years, there has been a sense of accomplishment in completing the task or meeting our goal.    With each of the groups, at the end of the project, we have always done something special together to celebrate.    I find you connect with many of the people involved.  I always find it challenging to say good-bye to people that you may not see again or have become very close to over the course of the project.  Of course, there have been some groups where you are thankful that the project is completed.

 I think having lunch or dinner together helps to bring closure to the project (and a way to celebrate a job well done).   When we completed our curriculum project, we celebrated by having lunch together at a local restaurant.    Sometimes groups do need to meet after the project is completed to evaluate the changes and make adjustments if necessary.    With our curriculum project, we have taken the time to meet regularly to review the changes to ensure we are on target.

The adjourning stage makes me think of project work with the children.  When the project comes to a close, the children decide on a way to present what they have learned to share with others.   The adjourning stage is an essential stage of teamwork as it allows everyone to reflect on their contributions to the group and celebrate the accomplishments of working together.    Even if the group was unsuccessful, Abudi (2010) recommends that the group take the time to evaluate and learn from the experience.

As for how do I imagine that I will adjourn from the group of colleagues I have formed while working on my master’s degree in this program? I look forward to celebrating together at convocation with everyone for a job well done.  Actually, it will be wonderful to meet people face to face!

References:

 Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

EDUC-6165-WEEK 5-Dealing with Conflict-Nonviolent Communication

I have overheard others talking about their teenage daughters and always wondered what the big deal was and now I know.  Living with a teenage daughter is dealing with conflict every day!  I wish it were otherwise as I do enjoy peace and harmony.   The fact is our daughter never takes responsibility for herself  and is always quick to blame everyone else.   It has been exhausting trying to reason with her about her actions. The focus on resolution skills this week will be especially helpful in resolving several issues with her.

Two strategies that I think will be especially helpful in resolving conflict with our daughter are the following:

·         With regards to my daughter, I think it is important to use “I” statements as suggested by The Conflict Resolution Network (n.d.).    The “I” message will be effective as I need to let her know how I am feeling about the issue (not attending school).  I like that the “I” statement is a clear statement of how it is with me and how I would like it to be (The Conflict Resolution Network, n.d.).  I believe that the “I” message will be a great starting point to having a productive conversation with my daughter.

·         Engaging in dialogue with our daughter requires patience and focus. After the “I” statement I hope we can have a conversation.  But before, the “I” statement,  I really need to use the “going to the balcony” strategy as suggested by the Third Side (n.d.).  I need to remind myself what is important, take a deep breath, take the time to prepare, to listen, and to identify my own emotions (The Third Side, n.d.).  If I take my time to prepare, I hope that I can remain calm, listen to her point of view, and be able to hopefully openly discuss the problem.  I know she will quickly become defensive, tell me not to worry, and try to brush me off, but it is important that I take the time to ask questions, and clarify what she is saying, and remained focused on her needs and my needs.  Hopefully we can come to a solution together.

Wish me luck!

Update:  I practiced what I wanted to say in the car on my way to pick up my daughter.   My "I" message was clear (I think...), and when she became defensive, I told her that"this is how I feel." It really made her pause before she started speaking....   I really tried hard to be empathetic, ask questions, and to paraphrase what I heard her say.  The challenge for me is to use the right words in responding (I found the whole process exhausting as you are listening more intently).  You really do have to focus on what is being said.   Although we did not come to a resolution, we did have a good conversation.    Do we need to have another conversation.....ABSOLUTELY!

References

Conflict Resolution Network. (n.d.).  CR kit. Retrieved from http://www.crnhg.org/pages.php?pID=12#skill_3

The Center for Nonviolent Communication. (n.d.).  The center for nonviolent communication.  Retrieved from http://www.cnvc.org/

The Third Side. (n.d.).  The Third Side.  Retrieved from http://www.thirdside.org/

EDUC-6165-WEEK 4-Who am I as a Communicator?

I had my husband and a work colleague evaluate my communication skills.  My husband and my work colleague both see me as people oriented.  My husband evaluated me as having mild communication anxiety whereas my work colleague seemed to be more aware of some of my anxieties in speaking out at team meetings.  I was so surprised (well maybe not) that my husband evaluated me as having moderate verbal aggressiveness whereas my work colleague said I was not verbally aggressive at all. I think my husband's assessment surprised me as I do not think I am verbal aggressive with him just more comfortable and confident expressing my opinion.
I must share this story.  After my husband completed the verbal aggressiveness evaluation (actually he did all three tests about himself), I was shocked at the results.  Instead of completing the assessment about me, he completed the assessment for himself.  He said he followed the directions.  

Insights about communication:

•  No matter how clear you make the instructions (complete assessment for me not yourself) some will hear only part of what you say.
•   It is important to not rely completely on your first impression.  It is important to take the time to get to know the person.
•   Our assumptions or perceptions can influence the way we interact and communicate with others.  

EDUC 6164-Week 4-Practicing Awareness of Microaggressions

  Since learning about microaggressions, it is interesting how much more aware you are of what others are saying.  If the microaggression is intentional or unintentional, the comment or the behavior is still hurtful to the individual.   I talked about the following example in my journal.  In seeking a promotion, I was told by my employer's male lawyer that “all I do is teach the students how to play with crayons.”   I shook my head in disbelief after hearing this statement.  Needless to say,  this comment made me feel angry and then worthless as an educator.  


I think the exercise of observing my own and other people's verbal interactions to detect microaggressions has helped me to become more aware of my own behaviour/comments and those of others.  I have a better understanding of microaggressions and how microaggressions impact our sense of self and our overall well-being as a person.
 
 References 
Image from http://microaggressions.com/