William Shakespeare s Hamlet - 1367 Words

Hamlet displays his understanding of existentialism in the soliloquy â€Å"To be, or not to be, that is the question† (3.1.63) and yet his other words and actions lead us to believe he is still unaware of his own truth. Hamlet says Then are our beggars bodies, and our monarchs and outstretched heroes the beggars shadows (2.2.263-264) and says that we are all beggars, all lowly men, and we only have any greatness because others think we do. This is in direct conflict with his hubris, showing that he can come up with insights that are emotionally valid and yet he does not entirely accept them as he also has the opposite characteristic. He still cares about the hierarchy and wishes to be above people and is, but only because he and others†¦show more content†¦He is unable to cope with his femininity and he has paradoxical view of societal roles on one hand, he thinks they are obsolete and at the same time he has very conventional views. Even the person he would most wis h to be with, Horatio, cannot be with him because he links loving men to femininity which he so hates. Hamlet repeatedly makes stabs at women, just as he does with individuals throughout the play. Hamlet sees the act of women putting on makeup as delivery and indicative of their true nature to be two-faced and shameful, saying â€Å"God has given you one face, and you make yourselves another. You jig and amble, and you lisp†¦ † (3.1.154-162) They paint on a face more beautiful than their own, they dance and talk in ways that are not true to themselves. Hamlet hates this because he hates his own parallels to it, instead of beauty he strives for masculinity and hides his true ‘face’ of passion and feeling for a more masculine ‘face’. He separates his attributes into masculine and feminine and buries the feminine under hubris, dark humor, and hatred. When he refers to the women dancing and talking, he imagines them doing so in a way to appear more beautiful. He has his own ‘dance,’ where he pretends to be tough and manly that would appear just as shameful. He hates women because of societal views of characteristics of women as lesser, which he sees in himself and is afraid of. The king says it is sweet that Hamlet continues to

Dog Bite Memo - 3149 Words

Memorandum |To: |Senior Associate | |From: |Hung-Yuan, Chiu – Section 2 | |Date: |October 28, 2012 | |Re: |Miller v. CIPA | | |False Imprisonment Litigation; Motion to Dismiss |†¦show more content†¦The lawfulness issue is more complicated, as the shoplifting defense for the purposes of the statute can be successfully applied to defeat claim of false imprisonment. However, an unreasonable belief of suspected shoplifting and racial profiling would leave room for the argument that the Millers have a valid claim. The second issue element in the confiscation of iPhone is not at issue because this was not an instance of shoplifting. Therefore, the only element issue here is detention. Under the rule recognized by Georgia courts, confiscation of Charlene’s phone probably is not a detention. A. The security guard’s searching on Charlene for stolen CD might qualify as a detention, because the search is against Charlene’s will. By the presence of security guards will allow Charlene to argue the search conducted by the security guard is against Charlene’s will and accordingly a fear that force would be used if she did not submit to the search, regardless of the fact Charlene acquiesced to the security guard’s search. Georgia courts acknowledged that a detention need not consist of physical restraint, but may arise out of â€Å"words, acts, gestures, or the like, which induce a reasonable apprehension that force will be used if plaintiff does not submit; and it is sufficient if they operate upon the will of the person threatened, and result in aShow MoreRelatedA Veteran Banned From Military Housing974 Words   |  4 PagesDoberman Pinschers and German Shepherd dogs mark 100 years with the AKC. Both German Shepherds and Dobermans were the Devil Dogs in WWII (Mahood). Both dog breeds have given years of service to the military. Both dogs have been faithful loyal companions and incredibly intel ligent. Both dogs are ranked in the top five for obedience and working intelligence (â€Å"Dog intelligence rankings†). Yet, the German Shepherd is currently the military police’s working dog and its veteran companion, the DobermanRead Moreaccg330 Essay7774 Words   |  32 Pagescalculates the market size, market share, sales price, and variable cost variances for each product. Which analysis is most appropriate for Kinkead? A or B? Give reasons. [20%] (b) What strategy is electric meters and electric instruments pursuing? ‘Dog’, ‘Cash cow’, ‘Star’, or ‘Question mark’. [20%] (c) What aspects of performance are important for a product pursuing each of those strategies and which variances reflect those aspects of performance? [20%] (d) Critically evaluate the performanceRead MoreTeaching Writing Informal Letters8861 Words   |  36 Pagesletter can be used to mediate a huge rage of human interactions; through letters one can narrate experience, dispute points, describe situations, offer explanations, give instructions and so on. Letter writing occurs in many forms, letters, postcards, memos, electronic mail, dialogue journals, fax, etc., and while most people have an intuitive idea of what counts as letter writing, it is in fact a particularly difficult text object to define; after all, almost anything can be put in the form of letterRead MoreLogical Reasoning189930 Words   |  760 Pagesother Europeans to follow him to the hemisphere. He was integral in causing the Western hemisphere to now have its long history of European culture. He brought new technology and new religion that spread throughout the hemisphere. He sent attack dogs to maul naked Indians, seized Caribbean women as sex slaves, and disemboweled other natives who resisted conquest. Many were hanged, some were burned alive. He chopped off the hands of thousands who were slow in producing the gold he wanted. ManyRead MoreHbr When Your Core Business Is Dying74686 Words   |  299 Pagestake the mystery out of reengineering business processes and help you comprehend, plan, and assess your company’s process-based transformations. 20 FORETHOUGHT Firms from developing countries are making a global mark†¦McDonald’s isn’t afraid to bite off more than it can chew†¦Women at Fortune 1,000 companies are securing top jobs faster than men†¦Make your employees prove their ideas’ worth†¦Work with Chinese ï ¬ rms to build respect for IP†¦Alchemists turn bad feedback into gold†¦Don’t discount the powerRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesmanagement and managing. Consider the following recent titles: ââ€"  ââ€"  ââ€"  ââ€"  ââ€"  ââ€"  Tough Cookies: What 100 Years of the Girl Scouts Can Teach You (Wiley, 2011) From Wags to Riches: How Dogs Teach Us to Succeed in Business Life (BenBella Books, 2011) All I Know About Management I Learned from My Dog: The Real Story of Angel, a Rescued Golden Retriever, Who Inspired the New Four Golden Rules of Management (Skyhorse Publishing, 2011) Mother Teresa, CEO: Unexpected Principles for Practical LeadershipRead MoreIntroduction to Materials Management169665 Words   |  679 Pagesrealize that represents almost 20% of our gross profit margin from the service business? With our interest rates, warehousing, and obsolete inventory costs, we recognize a 23% inventory holding cost. Given our huge inventory level, that takes another big bite our of profits. All this suggests to me we need to get control of the situation or we may find ourselves out of business!† FRANKLIN KNOWLES, FIELD SERVICE SUPERVISOR: â€Å"Until they hired you, the other production supervisor and I had been in charge ofRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 Pagesold running shoes to congratulate him. The message: This is only the ï ¬ rst step in a marathon. Just as crucial is Michael Dell’s belief that once a problem is uncovered, it should be dealt with quickly and directly, without excuses. â€Å"There’s no ‘The dog ate my homework’ here,† says Dell. No, indeedy. After Randall D. Groves, then head of the server business, delivered 16 percent higher sales last year, he was demoted. Never mind that none of its rivals came close to that. It 72 50 Jones−George:Read MoreMarketing Mistakes and Successes175322 Words   |  702 Pagesbecoming. Controls were established to contain costs and evaluate performances, and other policies formulated so that an orderly but rapid growth was achieved. â€Å"Success Is Not an Entitlement† These words of Howard Schultz in a February 14, 2007 memo to the executives of his firm have a strong warning to any firm inclined to rest on its laurels. He 44 †¢ Chapter 3: Starbucks—A Paragon of Growth and Employee Benefits Faces Storm Clouds was concerned with â€Å"the watering down of the Starbucks

Pttls Roles and Responsibilites of an Fe Teacher Free Essays

| 2012 | | Blackpool and the Fylde College Leigharna McKenzie | [an examination of the roles and responsibilities and boundaries of a contemporary subject specialist teacher. ] | Within this essay the author discusses the roles and responsibilities of a teacher within the context of the teaching cycle and makes reference to legislation and codes of conduct, internal and external points of referral and record keeping. | As a contemporary teacher in Academic Studies there are many roles and responsibilities to be considered, most can also be found across a range of teaching sectors. We will write a custom essay sample on Pttls Roles and Responsibilites of an Fe Teacher or any similar topic only for you Order Now Gravells suggests teachers practice differing roles within a model referred to as the Teaching Cycle, which encompasses five stages; Identify Needs, Plan and Design, Deliver, Assess and Evaluate. Gravells also states one is not only a teacher but a coach, counsellor, trainer, and assessor amongst others encouraging and supporting learners where necessary. Associated article: Roles, Responsibilities and Boundaries of a Teacher Such roles and responsibilities are shaped by legislation, organisational policies, and situation requirements, (Gravells, 2010). At the initial stage of Identifying Needs, the teacher acts as an assessor of their learners, either using information from assessments on learning styles such as the Honey and Mumford test, (1986), which can aid in choosing assessments and learning activities, or information gathered from initial interviews/applications to the course, i. e. what learners wish to achieve at the end of the course. The teacher is responsible for selecting and applying different initial assessment methods and using information from these to create an inclusive framework. As a boundary, learners may not want to disclose needs and the teacher must respect their right to refuse to divulge sensitive information. The Data Protection Act (1998) provides key principles such as only be using data for the specific purposes for which it was collected and not be disclosing to other parties without the consent of the individual whom it is about to guide teachers in this area. Inclusivity may be addressed by adapting lessons to fitting activities to the learning styles of the learners i. e. in respect to the Honey and Mumford test, having group discussions and role-play included for active learners but also having time to think about how to apply learning in reality for pragmatic learners in the class. Other needs may be physical e. g. with a leaner that is differently abled. Guidance in this area is covered by much legislation, such as the Disability Discrimination Act (2005). Norse and Wilkinson state that this act means legally an organisation should not treat disabled students less favourably than their peers however the Disability Rights Commission (2006) suggest 52% of those covered by the act do not consider themselves disabled and do not want to receive unfavourable/special treatment. With respect to disability a teacher should find out what can be done to make things easier for the person concerned but also be aware that everyone’s abilities are different and different people have developed differing strategies to help them cope with challenging situations. It may be wise to discuss with the learner themselves how they wish to be treated within the learning environment at this stage, (Norse and Wilkinson, 2008). Gravells reminds us that there are also internal points of referral for instance such as Senior Tutor Support and Guidance who can give advice from their experience and the organisation’s policies or a teacher may wish to ask the college’s Learning Support department to become involved should the learner wish for additional aid. In the event that a learner discloses sensitive information that cannot be referred to internally, (e. g. here is an incident of violence in the learners home life) external points of referral such as the National Domestic Violence Helpline are available, (Gravells, 2010). An inclusive framework is of upmost importance in ensuring that no learner is excluded from the learning process and forms a major part of the second stage of the second stage of the cycle, Planning and Design. Ashmore et al. propose that valuing diversity creates a learning environment which includes and respects difference. Inclusivity can be as simple as using gender neutral language in presentations and hand-outs or being lexible with work arrangements to allow for cultural and religious practices. Legislation such as the Equality Act (2006), which has 9 areas protected by law, (age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; and sexual orientation), requires one to eliminate unlawful discrimination and harassment as well as promote opportunity between men and women amongst promoting other areas of inclusivity, and can be used by all teachers as a guide to promote equality, (Ashmore et al. 2010). With an inclusive plan one can move into the third stage of the cycle, Delivery. Here a teacher acts as a guide to learning, it is key not to spoon-feed learners information but use a variety of approaches to engage and enthus e learners to take responsibility for their progress. To give teachers guidance on conduct during delivery the Institute for Learning provide a Code of Professional Practice which was enforced April 2008; it outlines the behaviours expected in terms of Integrity, Respect, Care, Practice, Disclosure and Responsibility. This code protects not only the interest of the learners but defines professional behaviours expected of a teacher. In Delivery teachers have a boundary to overcome in that they are also responsible, along with the learners, for being safe within the classroom; this is a requirement legally due to the Health and Safety at Work Act (1974) which covers a wide range of subjects, from control of substances to working at height. Being safe in the classroom can be as simple as ensuring bags are kept under tables or arranging the classroom so that routes to fire exits remain unblocked. During the Delivery there should be also be differing forms of Assessment which itself forms the fourth stage of the learning cycle. Gould and Francis suggest at this stage it is key to ensure that progression is checked and that methods are fair linking to planned tasks. Assessment on the course forms an on-going record, which is important to look at how learners are grasping objectives and provides valuable feedback for both the learners and teacher. Monitoring student achievements, skills, abilities and progress through on-going assessment tracks their progress and giving feedback using these records can confirm that learning objectives have been met. Records can also assist in evaluating the teaching programme, and show if improvements or redesigning is necessary, (Gould and Francis, 2009). Redesign can form a part of the final stage of the teaching cycle, Evaluation. Morrison states evaluation  is an essential part of the educational process, and suggests that it ensures teaching is meeting students’ learning needs. Through this stage teachers are constantly learning their best practice and improving standards so that correct deficiencies can be acted on, that methods continue to improve, and that content is updated. Once Evaluation is complete then the teacher can start the cycle all over again, (Morrison, 2003). From this review it may be suggested a teachers role is never stagnant and always adapting. REFERENCES: Ashmore. L. , Dalton. J. , Noel. P. , Rennie. S. , Salter. E. , Swindells. D. , Thomas. P. , Equality and Diversity (2010) in Avis. J. , Fisher. R. , Thompson. R. (Eds. ) Teaching in Lifelong Learning, Berkshire: McGraw Hill Norse. D. , Wilkinson. J. , Supporting Learning (2008) in Fawbert. F. (Ed. ) Teaching in Post-Compulosry Education, 2nd Edition, London: Continuum. Gould J. , Francis M. , Achieving your PTTLS award (2009): London: SAGE Publications Gravells, A. (2010) Passing PTLLS Assessments, Exeter: Learning Matters. Morrsion J. (2003) â€Å"ABC of learning and teaching in medicine: Evaluation†, British Journal of Medicine, vol. 26, February, p. p. 385-387 BIBLIOGRAPHY: Ashmore. L. , Dalton. J. , Noel. P. , Rennie. S. , Salter. E. , Swindells. D. , Thomas. P. , Equality and Diversity (2010) in Avis. J. , Fisher. R. , Thompson. R. (Eds. ) Teaching in Lifelong Learning, Berkshire: McGraw Hill Norse. D. , Wilkinson. J. , Supporting Learning (2008) in Fawbert. F. (Ed. ) Teaching in Post-Compulosry Education, 2nd Edition, London: Continuum. Gould J. , Francis M. , Achieving your PTTLS award (2009): Lond on: SAGE Publications Gravells, A. Passing PTLLS Assessments, (2010) 2nd Edition, London: Learning Matters. Gravells A. Preparing to Teach in the Lifelong Learning Sector, (2010) 5th Edition: London, Learning Matters Morrsion J. (2003) â€Å"ABC of learning and teaching in medicine: Evaluation†, British Journal of Medicine, vol. 326, February, p. p. 385-387 Tummons, J. , Powell S. , Inclusive Practice in the Lifelong Learning Sector (2011): London: Learning Matters Wilson L. , Inclusive Practice in the Lifelong Learning Sector (2007): London: Thomson Learning EMEA How to cite Pttls Roles and Responsibilites of an Fe Teacher, Essay examples

Influences of International Perspectives on Current UK Curricula

Question: Discuss about the Influences of International Perspectives on Current UK Curricula. Answer: Introduction The essay clearly states the childhood curriculum reforms that had been undertaken in the UK curricula which indicate the identification of the international trends and thereby the early childhood development in the education becomes easier. For the purpose of depicting the existence of the many trends, the influence on the education of the children are being depicted which enables the analysis in an appropriate way (Bell, 2004). This plays a major role in the development of the services and thereby the exploration of the curriculum reforms is undertaken for the development of the characteristics of the children. The reform process enhances the reliance on the stakeholders, and thereby the appropriately planned changes are undertaken for reforming the enhancement of the changes. Therefore the structure clearly explains the impact on the development of the services and also the government policies are appropriately constructed for the development of the services and the government pol icies of the UK. It also describes the obstacles that are faced by the government that potentially hampers the reform process in the country of UK and the Wales (Carr and Lee, 2012). The acknowledgments clearly explain the meaning of the early childhood education with depicting the importance of the roles of the particular parents in the development of the children. The holistic approaches are undertaken and fruitfully implemented for the growth of the children, and also the reform process seems to be providing the benefits to the children in constructing their life with a meaningful guidance. Curricula, importance of national curriculum and impact on the children The word curricula clearly describe the approaches that are undertaken for the purpose of running the coursework for the children. It provides the path for the arrangement of the contents with regarding the teaching, and the provision of the elements must be appropriately prepared by the students for the affecting the process of learning. Thereby the curriculum is exemplified by the help of the many different means, and thereby the program contents are fixed for the enhancement of the planning with depicting the execution of the course work (Clark and Waller, 2007). The considerations are constructed for the purpose of fulfilling the set of the performance activities that are depicted to be important for the children learning. The importance of the education in the life of children plays an important role, and thereby the critique clearly explains the documentation of the report in the educational purpose. Therefore the sociological perspectives are considered in this study that clea rly explains the views in the form of the designing the relation with the issues depicted in the form of segmenting the courses as per the semesters is segmented. This clearly explains the inclusion of the document that enhances the development of the theories by describing the importance and the implementation. Therefore the pedagogical approaches are depicted to be specific in accordance with the areas of the document covered for describing and enlisting the courses (Colwell and Beaumont, n.d.). Therefore the enhancement of the sociological perspectives is clearly defined by defining the term Curricula. The sequence also considered in this essay that clearly explains the importance of the learning designing sequence that enables the proper guidance. As per the national government is considered, the development in the child care and the early childhood educations system is being focused. Therefore the enhancement of the output is being considered with launching the policy Early Childhood Education and Care Policy. This policy clearly states the enhancement of the education system of the childhood which becomes the major step taken by the government of the UK. The enhancement of the project is being undertaken by enhancing the improvement of the system with depicting the areas for the improvement. The growth clearly states the reviewing of the objectives that must be undertaken for the study. It also shows the enhancement of the values that depicts the analytical framework with showing the importance of the framework undertaken by the nation government of UK (De Chesnay, 2005). The monitoring of the skills and the development of the descriptions are clearly provided with showing the importance of the national curriculum. The devel opment of the children clearly states the enhancement of the views that are focused to be very much important for the improvement of the education system and the learning procedures. Therefore the life of the children seems to be guided with arranging a better education system and the application of the advanced education system is indicated to be very much useful for the development of the styles of the study. The enhancement of this kind of the system creates a positive impact on the life of the children which can be easily addressed by the arrangement of the learning system. Holistic approach The holistic approach seems to be structuring the positive environment of study for the children which enhance the education policies. The education philosophies are also focused which depicts the important factors that provide a prepared environment with consisting of the specific materials which must be used by the children. The independent roles are focused on being the most important part which includes the enhancement of the responses and also records the construction of the particular readiness with specific sensory and the intellectual stimuli. The enhancement of the approaches is provided on the basis of the intuitive (Desai, 2010). The holistic approach is being undertaken with depicting the enhancement of the system of the education, and thereby the construction of this project depicts the learning of the group activities with proper enhancement of the project. This depicts the enhancement of the group activities which are considered for the enhancement of the data. It clea rly explains the enhancement of the case which is being used by depicting the enhancement of the teachings in the humanistic process. Therefore the intuitive insights are being well depicted by the subject of the education and also the teachings are depicted to be engaged in the creativity and the adoption of self-experiences (Gysbers, Heppner and Johnston, 2014). Therefore the construction of this system indicates the enhancement of the silent reflection and also the enhancement of the system can be well depicted by the process of the meditation, yoga, silent reflection of the activities and the through care natures. Therefore the enhancement of these needs becomes the important part of the holistic approach, and thereby the enhancement can be easily measured in the form of the reflections created by the children. The four key aspects of the holistic approach are depicted to be in the form of the cooperation, and thereby the learning environment is being created for the development of the planned teaching environment. The great respect for the interior life of the children can be easily depicted and thereby the methods seem to be ranging from the environmental aspects of the life that facilitate the time outcomes of the competitive environment. The enhancement of this case is depicted to be in the form of the strong connections and thereby the meaning of the life and the spirituality can be easily constructed. Therefore the description of the interior life can be well explained by the help of the holistic approach to depicting the developments in the life of the children. Therefore the structure and the explanation of the holistic approach is depicted by the help of the intrinsic life processes which seems to be dependent on the aspirations and also the enhancement of the academic curriculum can be well expressed by the aid of the instructional packages (Le Navenec and Bridges, 2005). The Holistic education system also nurtures the sense of the children with providing them with the cosmic knowledge. Therefore the wholeness of the life can be appropriately extracted by the aid of the aspirations and also range responsiveness can be depicted in the social context where the family plays an important role for the nurturing of the children. Analysis of Two internal curricula The analysis of the two internal curricula with the examination of the key foundation phase of the Wales is well described in the following two points. The strengths and the weaknesses of the practices are described with depicting the reason for adopting the two curricula. The descriptions of the two curricula are provided in the following points which are as follows:- Experiential Education Curricula which clearly describes the effective learning process for the well-being of the children. The structure of the life of the children can be well described by the help of the series of the sessions that helps in reflecting the educational life of the children. The intentional approach is being defined for the betterment of the movement with describing the routine characteristics and planning (Meggitt and Walker, 2004). The description clearly explains the form in which the sessions are being divided for the betterment of the children. It also learning capability testing of the children which enables the identification of the capability of the student and thereby the growth of the children can be easily depicted. Apart from this main strength, the weakness is also determined in this system which seems to be obtaining the long-term process, and it also becomes difficult for the covering the system prepared for the children. Though the equipment and the s tructure for the children are being well established, the delaying of the activities it creates a negative impact while making the preparation of the education system for the children. The reason for adopting these curricula is that the teaching methods undertaken in this curricula best suit the early childhood teachings and the developments of the children (Nutbrown, 2011). For this reason, the curricula are being selected for the enhancement of the approaches, and thereby the preschool education seems to be presenting a better situation for the establishment of the life of the student. The High/Scope curriculum clearly enables the description of the active learning system which depicts the key activities that are depicted through the active learning processes indicated in the life of the children. The development of the children life is being undertaken for the growth and also the satisfaction can be easily indicated in the form of the experiences gained from the events, materials, persons and the adults. The strength that is determined in this case easily depicts the enhancement of the system and also the developments can be easily conducted with the help of the approaches undertaken in this curriculum (Oers, 2012). The intergenerational programs bring maturity and the growth of the children and also the expansion in the memory is being depicted with the help of the curriculum. Therefore the enhancement of the system can be well depicted in the form of constructing the implementation and the success of the establishment of the innovative programs. The weakness tha t is being indicated in this curriculum is that the setting of the active learning lacks the concentration of the children which can also create a negative impact on the growth of the children. The reason for the purpose of adopting this indicates the rapid progress of the educational development with the advancement of the system. For this reason, the approach is being undertaken for the development of the children. Role of Adult/Partnership with parents The foundation phase in the Wales is scrutinized through: The implementation of foundation phase: timing, process, support, content mechanisms. The evaluation of the transition issues among three to five years old children (Yelland, 2005). The evaluation of the effectiveness of the curriculum and assessment of the strategies Training and qualification of staff members Resources and accommodation Management and organization Partnership with the parents and other stakeholders Quality assurance The main focus is on establishing partnership with parents and other stakeholders such as education organizations to encourage the greater use of the learning environment. The schools in more than 60 nations have discovered that partnership provides a wide opportunity to young people to learn about the wider context of the world and to become active and well global citizens. The school partnership relies on the long term relationships which is strong enough to overcome of the challenges. The staff members discusses with parents about the behavior, thinking and attitude of their child. Other organization donates in different schools for improving their quality of education and for the well being of the future generation. The foundations phase in the Wales has also included the importance and role of partnership with parents and other stakeholders (Wright, 2010). The parents are encouraged to participate in the school life and supporting each and every aspect of the school. The involve ment of parents, community and other organizations is very much important for improving the education system of a country. The school, community and family partnership includes fathers and mothers, grandparents, stepparents, foster parents, relatives, community groups and business leaders. The involvement of family, community and parents in the education system correlates school improvement and academic performance. The foundation phase in the Wales has involved parents and other stakeholder partnership in the education system as it is considered as an essential aspect of the phase (Winnick and Porretta, n.d.). The profile supports reporting and communicating with carers and parents on different aspect such as current learning stage and development of a child which includes reporting the skilled expressed in Literacy and Numeracy Framework. The framework focuses on the discussion with children, parents and other stakeholders. The schools annually need to produce reports to the parent on the progress of the child and the next step on learning is based on the following assessments (Wilding, 2013). The prof ile includes all the information for the parents about the progress of the child. The reports can be in the form of annual reports and can be in informal discussion about the progress with the parents. The directions and guidance will be based on the report and statistics generated by the teachers of the school. The practitioners has to use appropriate assessment framework for a specific purpose and getting advice from the learning needs coordinators about how to establish relationship with the parents. The teachers should discuss on the activities carried out by the child and also helping them to enhance their knowledge, skills and abilities. The early years development assessment framework has been developed in the foundation phase. The framework provides support to the practitioners about how to develop the skills of child and establishing relationships with the parents and stakeholders. The profile is designed with the assessment carried out by the health professionals and supporting the early identification of development delay, additional learning needs or special education needs that would ensure adequate support to the children who need the support. The family, parents and community plays a significant role in the development of their child (Taylor, Bond and Woods, 2013). The involve ment of parents, community and family affects the academic achievements of the students across all races. The schools focus on the establishing relationships with the parents and stakeholders. The researchers has determined and evaluated different types of involvement: volunteering, communicating, decision making, parenting, communication and collaborating. The involvement process provides a wide range of community, family and schools to engage in the developmental process of their child. Considerations and Influences of International Curriculum The school curriculum discussed in the successful report of Donaldson includes all the assessment activities and learning experiences planned in the pursuit of the agreed aims of education. The content of the curriculum of the schools in any nation is subject to different competing influences. The practices and assumptions about the fundamental importance of good and quality education is based on the quality of education and establishing relationships with the parents and stakeholders (Rao, Zhou and Sun, 2017). Parents, community and family expect to recognize and determine what their children are doing and they need their progress report. They worry about different difficult situations that will come in front for their children and can also affect their future. The development of children at their early stage is very much important as they can become a good citizen and can deal with difficult situations. The teaching profession structure influences the education system and curriculu m that should be organized in an appropriate manner. The infrastructure should be based on ensuring that the current expectations are met by the management department and the students are guided appropriately towards their goals. The report focuses in many aspects of school curriculum and it is also recognized that the enhancement of any system depends on many factors. A support is required and educating child at their early stage helps them to become a confident and motivated citizen in the country. The curriculum is subjected to the pressures to change and specific forms that curriculum would change over time. The changes that may occur in the development process are psychology, educational theory and neuroscience (Quality in diversity in early learning, 2003). They are response to the developing political, economic and social circumstances. The pressures can be directed towards other directions for example adding fresh dimensions and contents such as key knowledge and skills as t he response to perceive required needs of the moment. The needs of skilled and trained teachers have also been focused in the report which is very important for the development of child. The demand for skilled and young people has increased and the curriculum is focused on increasing their skills. The national curriculum has been established for the development of the children and providing them appropriate guidance. Conclusion Care and education are split frequently into two aspect of the routine of a child. The modern developmental theory states that learning begins at the early stage of a child and splitting care and education settings ignores the significant nature and characteristic of development. The first nation to integrate the responsibility for childhood services at early stage is New Zealand. In many counties, providing adequate care and education at early age has become a major concern. It has been recognized by many investigators that adequate care and education contributes and supports the goals of the children (Paciorek and Munro, 2005). Early childhood care and education is given because of the social reasons such as parents can go for work. However, early childhood care and education settings are different in different countries as it reflects their own beliefs, values, culture and histories. The main focus of the report is on early development of children. References Bell, S. (2004).Challenging behaviors in early childhood settings. Baltimore, Md.: Paul H. Brookes. Carr, M. and Lee, W. (2012).Learning stories. Los Angeles, Calif.: SAGE. Clark, M. and Waller, T. (2007).Early childhood education and care. Los Angeles: SAGE Publications. Colwell, J. and Beaumont, H. (n.d.).Reflective teaching in early education. De Chesnay, M. (2005).Caring for the vulnerable. Sudbury, Mass.: Jones and Bartlett. Desai, M. (2010).A Rights-Based Preventative Approach for Psychosocial Well-being in Childhood. Dordrecht: Springer Netherlands. Gysbers, N., Heppner, M. and Johnston, J. (2014).Career Counseling. Hoboken: Wiley. Le Navenec, C. and Bridges, L. (2005).Creating connections between nursing care and the creative arts therapies. Springfield, Ill., U.S.A.: Charles C. Thomas Publisher. Meggitt, C. and Walker, J. (2004).An introduction to child care and education. [London]: Hodder Stoughton. Nutbrown, C. (2011).Key Concepts in Early Childhood Education and Care. London: SAGE Publications. Oers, B. (2012).Developmental education for young children. Dordrecht: Springer. Paciorek, K. and Munro, J. (2005).Early childhood education 05/06. Guilford, Conn.: McGraw-Hill/Dushkin. Papatheodorou, T. and Moyles, J. (2012).Cross-cultural perspectives on early childhood. Los Angeles: Sage. Quality in diversity in early learning. (2003). London: National Children's Bureau. Rao, N., Zhou, J. and Sun, J. (2017).Early childhood education in Chinese societies. [Dordrecht, The Netherlands]: Springer. Taylor, J., Bond, E. and Woods, M. (2013).Early Childhood Studies. London: Hodder Education. Wilding, C. (2013).Teach Yourself. London: Hodder Stoughton. Winnick, J. and Porretta, D. (n.d.).Adapted physical education and sport. Wright, R. (2010).Multifaceted assessment for early childhood education. Los Angeles: SAGE. Yelland, N. (2005).Critical issues in early childhood education. Maidenhead: Open University Press.