More Ethics...

Looking at ethics in a professional context has deepened my awareness of my work place - as Simone Grandjean said ethics are generally 'known but not seen.'  I saw what I now know to be professional ethics as a set of rules and obligations I adhered to because of my personal ethics.

As a performer my product is ME so it is easy to loose sight of the bigger picture of the industry and think of ethics as a purely personal thing.  I have come to realise how important is is for me to distinguish between personal, professional and organizational ethics in order to move forward with more clarity and understanding of my own practice.

Personal: Values, morals, conscience and character - This is all had ever really thought of ethics as.  I saw my personal ethics as the reason I approach my work in the way I do.  I still do really and from history it is where it stems from but I can see there is more too it than that in a professional field.

Professional: Systems in place within a particular profession. - I saw this as law but I can now see laws stem from ethics.

Organizational: Ethos of a company - how we do things around here.  - My awareness of this related to codes of conduct as a rule base to work from.  I always thought I would not be employed by a company or want to work for a company if my personal ethics were not right for them.

So as you can see I had an awareness of all of these but I just had not labelled them in this way or put them all under the bracket of ethics.  With this new knowledge it is ethics become clearer in a professional context and how they all in twine but also stay separate. And....ETHICS ARE EVERYWHERE!!

"Ethics pervades all parts of our lives - personal and professional, public and private.  It's a matter which governs our actions and guides the decisions we take and things we do."
Reader 5: Professional Ethics, Middlesex University.

The case studies in the reader got me thinking about important aspects of my ethical approach to my professional practice and my inquiry:

• Importance of relationships with my colleagues and senior management.  Maintaining good relationships is key to creating a professional work ethic and so important to career progression.  You never know who people may know or even who they are and what they do.
• Awareness of the higher powers that are answered to - the chain of accountability. Who does my area manager answer to? Who does the company manger answer to? Who does the artistic director answer to? Important to see the bigger picture to have a better understanding of the company as a whole not just what you see on a daily basis.
• Knowing who monitors my work and how.  Important to remember there is a record of everything eg. show reports, feedback forms from workshops - it is easy to forget.
• How wanting to achieve can distort ethics.  In relation to my work if in a rush may not do health and safety check every time.  In regards to my inquiry wanting to get the answers I want to hear and therefore only asking a certain group would not be ethical research.
• Ethics can be distorted because of fear of truth sharing - it is human nature not to want to be wrong!  Especially in our work place as it could loose us our job!

In understanding the theoretical ethical framework it is easier to break down and understand how I work and how those around be do:

Consequentialist: The consequences of ones conduct are the ultimate basis for any judgement about the rightness of that conduct.

Denotologist: The morality of an action is based on the actions adherence to rule or rules.

Virtue: Character or morals determine evaluation of ethical behaviour.  Being rather than doing.

These may be frameworks but I do not believe that many of us fit perfectly into one or the other.  I would say I mainly sit within virtue ethics but within my professional practice I also sit in denotologist ethics as there are strict rules and obligations to adhere to that I would not dare break.  I am sure I work with consequentialist ethics sometimes too especially when working with children as protecting them is paramount and I also believe in protecting their innocence to a certain point.  However the awareness of this framework is essential to be aware of moving forward with my inquiry and dealing with a variety of people who may work in different ways and the tensions that may arise.  

Hollie x

Getting my head round ethics

I am a visual learner so I just wanted to gather some images surrounding ethics to make things a little clearer:

Labels limit learning

Gemma Wright Press commented on my last blog that she had been to a workshop with James Nottingham - that is the guy in the video above.  I looked into his work and found this video.  James talks about learning in relation to children but I think it directly links to our journeys on BAPP.  He talks about how learning is about making progress not being the best.  In regards to our professional inquirys we need to work out where we are starting from in order to work out what we want to know to judge our progress at the end NOT if we were the best.  If we change our attitude to focusing on personal progress our application enhances.  We are given labels from a young age of things we can and can not do and in approaching something we have been told we are not so good at our application lessens because we immediately associate it with a struggle.  James talks about this theory:

Application = Value x Expectation

We may value something but if our self expectation is low our application will also be.  I think I have a tendency to have a low expectation of myself on this course because I am a creative and practical person, I am not very good at intellectual study - at least that's what I have been labelled as!  In letting go of that and making it about progress my application will heighten.

In relation to my line of inquiry I know I am starting from a very small knowledge base and my journey through my inquiry is about my personal progress not getting comparing myself to others and striving to replicate their level of knowledge.

This whole theory relates to striving for an inclusive society maybe this is why it interests me so much.  Thanks Gemma it is a long video but if you have the time I think it is worth a watch.

Hollie x

May have hit my idea....maybe.....

After a chat with Alan Durrant about my progression with a line of inquiry I feel clearer and more positive about my approach.  He reminded me to think about where I was coming from in asking my question. He told me to imagine myself at the end of the BAPP course and distinguish what I want - not in terms of my career but what I wanted to have gained.  I want to gain knowledge about a new field, I want to understand what is going on out there and where it has stemmed from, I want to know how I can get involved.  This doesn't mean I am ignoring what I currently do and enjoy I am simply adding to it.

This discovery led to me deciding that as a whole I want to gain knowledge.  This will help me progress in this new field even if it is just no longer being a novice and being able to hold a conversation on the topic.  The topic I really want to explore is inclusive theatre and if I am honest with myself I don't really know anything about it.

So it is about mapping out inclusive theatre and understanding the territory.  Looking at it's features, domains, where it is inhabited and uninhabited.  Understanding what is going on in that field, where it has come from and how.  Looking at the development of access within inclusive companies and beyond - what symptoms are indicative of creating change.  Our values and perceptions of disability for example are changing but what is driving it - politics, human nature, other countries?  Maybe it is about drawing a comparative study to look at the underlying principles.  We spoke about agencies and how we are all acting on behalf of someone or something in everything we do.  So I could look at the agencies behind inclusive theatre:

What are the social drives behind inclusive theatre?

This question will enable me to gain knowledge and have an informed opinion on current practice.  It isn't for definite yet but I am feeling positive about it.

I spoke with Alan about exploring literature and he made a good point that literature doesn't necessarily mean going to the library and ploughing your way through endless books to find something useful.  If I followed the inquiry mentioned my literature would lie in current companies and what they do so I would explore their websites, articles written by them and productions/projects that they have done. 

We also spoke about the course as a whole and how sometimes I feel I lack direction but the BAPP is all about taking responsibility.  Alan said 'people that you admire have got there by themselves.  They are centred and knowledgeable about themselves.  They are self reflective and self questioning - you need to grasp doing the same in order to take control and progress.'  He also mentioned that 'we need to get into a confused space to move forward - if everything made sense then we would not be learning.  When you think you understand something - grab on to something new.'

This conversation really helped me so I wanted to share it - hope it helps you in some way too!

Hollie x

What they thought...

I have continued to put my questions to my peers, here are some more thoughts:

Liam - Charity Fundraiser (Disability charity)

Liam picked out the question:

How can theatre be made more accessible to disabled and disadvantaged young people?

These were his thoughts on this:

• I need to be more specific - choose between disabled and disadvantaged.
• If I chose disability what disability do I mean? Learning or physical?
• What do I mean by accessible?  He referred me to 'the social model of disability' which focuses on the fact that it is only society that makes someone disabled not the condition.  It has key principles to consider attitudes, social support, information and physical structures.  These all contribute towards accessibility and I plan to research this further should my line of inquiry go that way. 

Social model of disability - It is explained further here!

• If reference to my question what are the benefits? he pointed out that in his view benefit implies an assumption that there is no barriers when there is.
• He mentioned that in general that my questions are very broad as an experienced academic he gave me the advice that in gaining focus I will gain a stronger inquiry.

Amanda - Performing Arts Teacher

Amanda picked out these questions:

How can access to live theatre and arts enhance a child's progression?

How can theatre act as a form of therapy - what are the benefits?

These were her thoughts:

• Be more specific! What do I mean by theatre - watching or participating?
• In regards to a child's progression I need to think about if I mean socially, emotionally and physically.
• If I decide to go into child psychology she recommended a visit to the RAD library as there is lots of resources there.
• She mentioned that my questions are all very positive and general, maybe having more of a statement to explore arguments/theories for and against this would create a stronger inquiry.  She gave the example of 'Does ballet have a negative effect on a child's body?'

These comments are great food for thought as I progress with my inquiry questions.  I know I need to be more specific but I am finding it hard when I don't want to choose a certain group of people or distinguish between watching or participating in theatre - maybe this is Inclusive Theatre?

Hollie x

Ethics in performing...

Finding codes of practice/regulations for a performer was a little harder to come by.  Looking back at previous contracts I have had they are very factual and in my eyes full of legalities rather than ethics.  Or are legalities ethics?  I guess they are in a way as laws stem from ethics and are there to create a better society - without them we would be in chaos.  So my contracts are full of dates and agreements to adhere to such as publicity, understudy and youth workshops.  I believe the work ethic of a performer is ingrained at the stage of professional training and when you are employed you are simply expected to know this and conduct yourself in a certain way. 

I found this link that stood out to me regarding the ethics of a performer, take a look:

An Actor's Code of Ethics

This is similar to the original ideas I had for the code of ethics of a performer.  This task got me thinking about the merge between what I saw as laws and ethics - they are more combined than I had thought before.  It also got me thinking about how as a performer our work ethic comes from our training and it becomes second nature that is expected by an employer.  The ethos of each company I work for may change and it is important to be aware of that but I feel in regards to my personal practice there are certain things that are just expected because of my training.  What do you think?

Hollie x

Ethics in workshop facilitating/teaching.....

I looked into the actual ethical framework of my workplace - here is what I found:

Workshop Facilitating/Teaching

• We expect a creative, inventive and energetic approach with parents and children coupled with a dedicated supportive and ‘can do’ attitude. Contractors should have the excellent interpersonal skills and positive outlook required to become an inspirational motivator of children and colleagues.
• When dealing with customers, you are the public face of the company. Parents and schools are entrusting their children to you and will in part judge you on your appearance. Therefore you should aim to be neat and well-groomed at all times.
• Punctuality is vital when providing services for the company. Teachers are advised to arrive at least 15 minutes before the start of a workshop as that is when the hall is hired from. If you are going to be late for any reason, communicate immediately with the appropriate Area Partner/ Principal/ School/ Parent as required.
• You are expected to comply with all policies regarding health & safety and child protection. Please see the appendices to this document for more information.
• You may well come into contact with confidential information about a child’s health or domestic situation. You must not disclose to any unauthorised person any information relating to the children in your care or their families.

Regarding policies of health and safety and child protection there is links to endless documents they have in place to adhere to.  The health and safety guidelines cover everything from driving to the venue, buying and preparing fruit to fire safety and workshop risk assessment.  The child protection policy covers child collection procedure, accident/medication procedure and policies regarding detecting and referring possible abuse.

Comparison to original thoughts

I think I was pretty close to the actual framework in place in my initial thoughts.  I have worked for the company for a few years now and because of the nature of the work the codes of practice are drummed into their employees.  Child protection is of extreme importance and this is never to be forgotten.  In saying that it is interesting that I focused on my approach to my work and what was expected of me in relation to the company more than the safety and protection of the children in my care.  I think this highlights my perception of company ethics as a set rules I personally have to abide by in order to impress my employer rather than overall obligations/laws the company as a whole is expected to adhere to.  Or are these obligations/laws the company ethics or legalities?  I remember the notion of avoiding harm and doing good from the campus session.  I think I see personal ethics as doing good and professional ethics as avoiding harm when it is really about combining the two. What do you think?  

I did not think about the aspect of confidential information and even though I know there is lots of policies and procedures in place regarding health and safety and child protection the extent of them still surprised me!  I think I abide to them in my practice but I will be having a re-read to make sure!

Hollie x

 

 

 

 

Ethics in my work place, my thoughts....

I work in a transdisciplinary manner so I have broken down my initial thoughts on ethics in my work place into the two sectors of my current practice.

Workshop facilitating/teaching

• Act with integrity and honesty at all times.
• Represent my organisation with respect of their ethos and professionalism.
• Promote the intentions and aims of the organisation in a positive manner.
• Maintain high standards and exceptional reputation to up most ability.
• Be punctual, personable and professional.
• Take responsibility to find out as much as I can about different environments and react appropriately.
• Adhere to organisation/school policies eg. carrying CRB and passport.
• Safety and well being of students in my care is paramount.
• Carrying out health and safety checks of environment.
• Engaging, inspiring and educating students.
• Communicate effectively with staff/colleagues and parents.
• Conduct workshops to the best of my ability.
• Invest time and effort in lesson planning to have the most productive/successful sessions as possible.

Performing

• Perform to up most ability at all times.
• Maintain direction that has been given.
• Respect fellow performers on and off stage.
• Adhere to creative team at all times.
• Awareness and respect of the crews needs and regulations.
• Adhere to theatre regulations.
• Punctuality and presentation are paramount.
• Adapt to changes quickly and efficiently.
• Uphold any contractual agreements.
• Take responsibility for personal health and well-being.
• Take care and precaution with set and costume provided.

Let's see if I am right!!

Hollie x

Ethics....

Before I even looked at the reader or related ethics to my work place I wanted to get down some initial thoughts.  These stemmed from discussion at the campus session too.  It is just a list of random thoughts really but I thought it would be interesting to look back on once I have explored ethics further:

• Comes from Greek work 'Ethos' which means character.
• What you believe in.
• Morals/values.
• How you conduct yourself.
• Rules/guidelines.
• Daily conduct/practice.
• Approach to situations and people.
• Influenced by culture, background and surroundings.
• Ethics do not evolve and change but our ethical approach does.
• Our priorities and motives affect our ethical approach.
• Sometimes there may be a personal and professional conflict of ethical approach.
• Notion of avoiding harm and doing good.
• Ethical approach differs in time and geography - principles, values and virtues change.
• Ethics are bound up in greater social good - rules support good functions of society.
• Personal ethos is how people experience you not necessarily what you may think of yourself.
• Respect and obligation - there is a need for rules but how far do they go.
• Ethics is everywhere!

Hollie x

Award title

So I move on to propose my award title!  In asking my questions, reflecting on these and my previous, present and future practice my topic of interest is:

Theatre - Inclusive, community, outreach

But is this my award title?  This is my area of interest but it is quite specific and I do not want to limit myself in regards to my future career and use of my degree.  I also feel that in being too specific it would be assumed that I was very knowledgeable in this field.  Rebecca Clarke and Jo Clarke confirmed this thought as I read a blog where they were discussing this in regards to education.  They came to the conclusion that they could not have education in their award titles as they will not be qualified teachers in the eyes of future employers.

In my previous blog I looked at my transdisciplinary practice - my inquiry topic may be my hopes for the future but is just one third of my practice so my award title can not just be this.  I think it is important to remember the 3 year diploma I have done to be able to do this degree and encompass what that involved.

From looking at what fellow BAPPer's award titles and discussing these it has become apparent that keeping it general keeps opportunities open.  Our line of inquiry is where we find clarity and become specific.  Simone Granjean said that in encompassing the'now' and the 'future' in our award titles we gain simplicity I think this leads to more scope for opportunity and exploration.  I am therefore thinking of the following award titles:

BA Professional Practice Theatre, Performance and Outreach

Or just

BA Professional Practice Theatre Arts

Please let me know what you think!

Hollie x

A bit of fresh air

I wanted to share a recent diary entry with you, here goes:

So I went to Wales this weekend to see a friend in a play (hence the sheep picture).  A bit of fresh air along with long chats over a yummy pint of ale gave me a fresh outlook on a few things.

I am a bit of dreamer so I really try to live in the present moment but recently I think I have become a bit bogged down in this and lost sight of what I really want to do.  I am really passionate about theatre and what it can do for young people, I think this is evident to all who know me.  At the weekend I got really inspired to do more. After discussing a few companies I would love to work and being informed of other amazing projects I had not heard of my friend said 'what is stopping you?, why don't you just do it?, why can't you work for them?'  If I am honest I was stumped for an answer and I still don't really have one apart from the fear of rejection I guess.

I like to think I am a positive person but when it comes to my career I am left thinking maybe I am not.  I want to achieve great things but I am not going to do that just by dreaming.  My friend went on to say 'just write to people what harm can it do - and if you get ignored just keep trying.  We are all unique and that is what sets us apart.  Somewhere you will fit because no-one else is you.'  I like this approach and I think it relates to my professional inquiry too!  People may have asked similar questions and I will draw on what they found but at the end of the day our inquiry will differ because we are different.  We won't explore exactly the same avenues and no-one will write about it or answer the question like me because they aren't me!

I also spoke to a friend of hers about various theatre companies that inspire me and she said 'why don't you start your own?'  My immediate reaction was I can't do that, little old me definitely not!  But why not?  With more knowledge and my existing passion why couldn't I make t a success?

This is an extreme example but it just got me thinking.  I can do anything - don't just dream make it happen.

I need to get writing letters

Hollie x

What Tara thought....

My conversation with Tara focused on the question:

How can theatre be made more accessible to disabled and disadvantaged young people?

These are key points that came out of our chat:

• Need more clarity - be specific to one field out of disabled or disadvantaged.
• Tara asked what I meant by accessible and I found it hard to explain myself.  She asked if I meant taking young people to the theatre, theatre workshops, drama classes.  I mean all of them really but we talked again about clarity here.
• This led to thinking about a question that centred on the different ways theatre can be made more accessible rather than an all round approach.  A logical breakdown of actually tackling this issue with ideas.
• Tara expressed an interest in going down the field of theatre for disadvantaged young people as she felt it was an area with less investment in.
• This got me thinking about whether disadvantaged is even the right thing to say I need to look at my wording.
• We got talking about ways this is being done now and thought about companies I can explore further to gain knowledge:

Oily Cart
Theatre Clwyd Outreach Programme

I developed these questions:

How can theatre reach out to and engage disadvantaged young people?

How can different avenues/approaches make theatre more obtainable and relative to disadvantaged young people?

How can theatre be made readily available to disadvantaged young people?

How can theatre provide practical, emotional and educational support to vulnerable and deprived young people?

How can theatre be made more accessible in diverse and challenging London boroughs?

Hollie x

What Erica thought....

 

 

 Sorry it's a little hard to hear we were in a coffee shop! The focus of my conversation with Erica centred around the question:

 

What are the benefits of theatre for disabled and disadvantaged young people?

 

The key things I took from the conversation were:

• I need to make my question more specific they are very general - choose between disabled or disadvantaged avenue.
• Importance of creating a question that I am really interested in - I need to feel really passionate about what I am exploring.
• Recognising that my question is not a career choice - she did a drama degree and her dissertation was about German realist writers this does not mean she will only work as an actress in that area!
• We discussed going down the avenue of disability - she said this would interest her and other actors she knows.
• The topic is of the time as after London 2012 attitudes towards disability are shifting - good time to explore how theatre can have the effect that sport did.
• We discussed looking at it from the angle of social and personal acceptance and how theatre can enhance this.
• Being applauded for who we are no matter what - relation to world of being an actor - it is full of rejection and we have to come to a form of acceptance.
• Education of able bodied young people and inclusivity of breaking down boundaries.

It was an insightful conversation which also got me back to thinking where I am coming from in asking my questions.  Erica highlighted how acceptance is something we look for as an actor always wanting to be picked from the crowd.  A lot of my questions focus on accessibility and maybe this is because I want the industry to be more accessible to me as well as the young people involved.

 

Out of this conversation I developed these questions:

 

What are the benefits of theatre for disabled people in relation to personal and social acceptance?

 

How does engagement in and practice of theatre enhance personal and social acceptance of disability?

 

Hollie x

 
 

 

 

 

 

 

Inspire....

 

I love this visual of the word inspire.  All my questions lead to and from the fact that I want to inspire others and be inspired along the way.  To me this image demonstrates how inspiration is all about growth, it can go in any direction or path, follow any mood or experience and it leads to beauty and development.  The word inspire is going to be the backbone of my inquiry.

My topic: Theatre - Inclusive, community, outreach

How will it help me?

• Expand my knowledge which lends to development in my confidence to pursue new avenues.
• Improve my awareness and theoretical knowledge to better my practice.
• Open my mind and broaden my horizons.

How will it help others?

• Knowledge sharing with those interested/involved in the field.
• New take/outlook on the topic.
• Research of others work may lead to me developing ideas to further my practice of companies and colleagues I am connected with.

Will evidence make a difference?

• Yes - knowledge is power.
• Improve my approach to my current work.

From asking myself these questions and the reflection in my previous blog I have developed my questions a little further in preparation for taking them to my peers and colleagues for their opinions - some of them are the same as before:

How can theatre be made more accessible to young people?

How can arts enhance the school curriculum?

What are the benefits of the arts in schools?

How can theatre be made more accessible to disabled and disadvantaged young people?

What are the benefits of theatre for disabled and disadvantaged young people?

How can I get involved in inclusive, outreach and community theatre?

How can access to live theatre and arts workshops enhance a child's progression?

How can theatre act as a form of therapy - what are the benefits?

How can theatre and access to it develop lifelong skills?

What skills/experience are required to work within inclusive, community, outreach theatre?

How do students and teachers feel about the benefits of arts in education?

I plan to draw on a range of knowledge to develop these questions further! Any advice on here greatly appreciated!

Thanks

Hollie x

Back to the reader....

I decided to back to the reader to gain a little more clarity on professional inquiry and relating it to my practice.  As I start to ask questions it is easy to get engrossed in exploring lots of different avenues and loose sight of what I actually have to do - these are a few things that stood out to me from the reader:

Inquiry based learning expects the adult learner to engage with relevant problems and scenarios, drawing on existing knowledge, seek out new evidence, and analyse and present that evidence in appropriate ways. (Kahn and O'Rourke, 2004)

I took a moment to break this down to see how it relates to me:

Engage with relevant problems and scenarios:

• Trying to find a career path that combines my passion for theatre and working with young people.
• Need to let go of having a set career, it won't work in my field - I can still have a sense of routine just with a variety of employers/roles.
• Lack of knowledge about new field - how to get involved.
• Lack of knowledge regarding the skills that I need - leads to lack of confidence.
• How? Where? When? Who?

Drawing on existing knowledge:

• Drawing on all experiences of different companies I have worked for can see things that I liked and things I did not in order to progress my own practice.
• My training - extensive theatre skills.
• My every day practice - diary.
• Drawing from current employers - feedback forms on my workshops, getting involved in their wider practice/opportunities.
• My peers - endless supply of information/opinions.

Seek out new evidence:

• SIG's
• Literature

In breaking this quote down I can see where I stand in the process of inquiry based learning.  There is lots more I can do - it helped me realise that I need to draw more on what I am currently doing after all it is work based learning.  Because I am looking for new career opportunities I tend to constantly look outside of current practice. I reality my future plans stem from my current and past practice so there is lots I can draw from in my existing field.

I moved on to look at how I work in a transdisciplinary manner - I found this diagram which makes the process of transdisciplinary inquiry a little clearer for me as I am a visual learner:

By the way if like me you don't know what Pedagogy means it's definition is the principles and methods of instruction so basically what teachings are out there to draw from. 

In relating this diagram to my practice my disciplines would be as follows:

Discipline 1: Workshop facilitating/teaching
Discipline 2: Performing
Discipline 3: New avenues - Inclusive, community, outreach

This image has helped me realise that I need to draw from all areas of my work in order to create my PROJECT aka Professional inquiry.

Within my workshop facilitating/teaching I also work in a transdisciplinary manner and I feel it is important to recognise that and the most prominent roles I take on within this:

Discipline 1: School educational workshops - Representative
Discipline 2: After school clubs - Responsibility
Discipline 3: Private parties - Personal/Supportive

It becomes clear that I have a lot more knowledge than I give myself credit for or take notice of in order to improve my practice.  In looking at how I fit within my current organisations there is research avenues that are so accessible to me that I am not using mainly because I am scared to ask - which is a rubbish excuse I know:

• Email developed questions to senior professionals to get opinions.
• Get feedback forms from my employer that I know they get from schools that I do workshops in - outside opinion on my practice.
• Explore/enquire about other work my company does that I am not involved in - regarding outreach I know they do workshops in Great Ormond Street they I know little about.
• Use the contacts in theatres I am going into and production companies I work for - how do they cast? Opportunities?
• Explore theory behind practical of programmes at the theatre I am going to. We do school shows and shows for visual and hearing impaired but I do not now how this started or what other outreach programmes are in place.

 What do I know?

• Theatre skills.
• Workshop facilitating/teaching skills.
• Engagement, energy, passion.
• Subject knowledge - lesson plans, resources.
• Experience - environments, companies.
• Communication/people skills.
• Managerial/business awareness.
• Behaviour management and rapport with children.
• Practical/hands on knowledge.

What knowledge and skills do I need for the future?

• Processes behind getting to the practical stage.
• Theory of different approaches.
• Knowledge of inclusive, community, outreach field.
• How can I get involved? How can I market myself in this field?
• What existing opportunities are there? Do I have the correct skills?

The knowledge and skills that I need for the future can be found in my SIG's and literature.  I am already finding great help in my SIG's as I have made contacts with people that are senior professionals in the field that I am a novice in.  I find it hard that these connections I have made are through a screen and so time dependant but I guess this is the nature of the course and the modern world.  In regards to literature Penelope Hanstien's diagram within the reader highlighted the importance of it to me:

Penelope Hanstien (1999, p.27)

In moving round the spiral in relation to my progress I come to an early stop as I am yet to explore literature!

In looking back at the reader I feel I have gained more clarity in order to move forward!

Hollie x

Help please!!

So I am happy to say I am getting much more active in commenting on others blogs and therefore starting some really helpful discussions!!

But....

If someone comments on my blog and I simply hit reply will they get a notification to say I have replied?

If someone replies on their blog to a comment I have made is there some way I can see this as I can not at the moment and I am worried I am missing things?

Please help!!

Thanks

Hollie x