Machiavelli's view of human nature in The Prince Essay

Machiavelli's view of human nature in The Prince - Essay Example Machiavelli's view of human nature in The Prince In chapter 15, Machiavelli writes, â€Å"men†¦and princes†¦, are remarkable for some of those qualities which bring them either blame of praise† (Machiavelli, 1961). The princes show those characters that will not deprive him of his state. In this case, men follow what brings them benefit even if it is a vice – â€Å"it will be found that something which looks like a virtue, if followed, would be his ruin; whilst something else, which looks like a vice, yet followed brings him security and prosperity.† Being in the highest position of the land, and with the highest authority, the prince should put in effect policies that will serve his best interest (Machiavelli, 1961). This shows that Machiavelli supported any action of princes that will give them satisfaction, even if it will hurt the citizens. He believed that the prince’s followers are sometimes unreliable, and the prince might lose their loyalty. This is indicated in chapter 11: â€Å"For such a prince cannot rely upon what he observes in quiet times, when citizens have need of the state, because then everyone agrees with him; they all promise, and when death is far distant they all wish to die for him; but in troubled times, when the state has need of its citizens, then he finds but few† (Machiavelli, 1961). The prince should therefore ensure that at every moment citizens are in need of the state, and they will always be faithful to him.

Lake Mungo (Australia) Term Paper Example | Topics and Well Written Essays - 2500 words

Lake Mungo (Australia) - Term Paper Example Presently the main attraction of the Mungo National Park, Janesoceania.com described the landscape as being stark, silent, desolate and often eerie sand sparse only resurgent vegetation and the spiny hard pitted crinkled and fluted dunes and ridges can look like a moonscape. (Cited by K.K. Hirst, About.com) The lakes dried up around 14 000 years ago and are considered to be an extraordinarily rich source of fossils. The quality and quantity of evidence pertaining to the landforms, animal life and environmental conditions during the last ice age are of the highest calibre, in part due to the alkaline rather than acidic quality of the soils. Discovered in the 1960s, the site has been excavated by geomorphologists and archaeologists to establish both the chronological and geologic age and status of its deposits. The remains of extinct creatures such as; Tasmanian tigers, giant, short-faced kangaroos and a strange oxen-sized animal called a zygomaturus - have been found. Crucially, carbo n dating has indicated that Aborigines inhabited the area 40 000 years ago, making it the site of the oldest known human occupation in Australia. These inhabitants benefited from the lake significantly. Freshwater shellfish and other aquatic fauna inhabited the lake, and many large trees grew around its margins; outlines of their branching roots have been fossilized and preserved by calcium carbonate. Waves driven by the westerly wind created a crescent-shaped sandy beach (a lunette) on the eastern lee shore. This dune consists of the Zanci, Arumpo, Mungo and ‘golgol’ units, named after local pastoral properties.  Ã‚   Inhabitants gathered mussels, Murray cod and golden perch from the lake compared to wallabies, rat kangaroos and emu eggs that they collected from their surroundings. The diet of the hunter-gatherers at Lake Mungo was varied and rich in protein. They ate the western native cat, the brown-haired wallaby, the hairy-nosed wombat and various other small ani mals and bird. Remains of these creatures have been found in ancient fireplaces, together with numerous broken emu shells. Their presence indicates that people were camping at Lake Mungo in the spring, when emu eggs hatch. In the heat of summer, people would have stayed close to the plentiful fresh water and shellfish of the lakes. In the cooler winter, they probably spread out away from the lakes onto the arid plains and hunted land animals, thus conserving the lake's food supplies for the harsh summers. Such a pattern of exploitation and seasonal movement is characteristic of Aborigines in arid regions, and was observed in the Willandra Lakes region in the nineteenth century. (Janeoceania.com) The number, size and species of fish remains in sites have been identified by comparing their otoliths, or ear bones, with those of modern fish in the same region. Seventy per cent of fish caught in the Pleistocene Willandra Lakes were golden perch (Petroplites ambiguus). The large numbers o f perch at the sites, which dated between 22 000 and 26 000 BP and were each believed to result from a single event, from tightly restricted size ranges, which strongly suggests the use of gill nets at some sites and traps at others. Fishing with fixed gill nets is a highly selective process: it tends to catch fish of the same species and age. Nets were probably set at the time of a spring spawning run, when the fish migrate up the rivers in large numbers. Golden perch are difficult to catch

Admissions Essay Essay Example for Free

Admissions Essay Essay There have been several people with prominent impacts on my life, but why focus only on the people who have influenced me? Let us broaden the scope to include all worldly matter. Then I make no hesitation in stating that my canine companion, Toby, has been my greatest influence. Toby, a vivacious miniature schnauzer, is at a well-ripened age of eleven. He is not the same dog he was when he was younger. He sleeps about 18 hours a day and it is impractical to take a nap on the couch with him, because his snoring is loud enough to be fooled with the reverberation of my dad after a long day of golf. However, just before 5 o’clock in the afternoon, only the gray hairs scattering Toby’s black coat give away his old age. It is around this time every day that Toby begins his racket of letting you know that it is getting â€Å"close† to his dinnertime of 6 o’clock. Toby’s daily reminders guide me to take a stand against the common adolescent breakfast fast. They are also a source of accountability in my quest to keep a positive outlook on all things that I encounter in my life. See more: Satirical essay about drugs While Toby may be an ordinary dog, he and I share something that I have never had with another human. Toby and I communicate better than any two humans do. To a third party, it seems as though I am carrying on a conversation with a non-responsive dog therefore essentially speaking back and forth to myself. However, I assure you that Toby responds back in his own way. What makes our communication so superior is Toby’s masterful ability to express himself non-verbally. This allows me to open up to him and not have to worry about him responding with insensitive or uninsightful utterances. I have learned through Toby that when a person goes to another human to talk they would rather that the person speak less and listen more. I have also found my canine companion to be dependable. He is at my feet when I need him on a cold night to do the job my comforter is supposed to do. After having one of â€Å"those† days I can count on him to be there when I walk through the door and not running to the corner. I use this example of dependability and apply it to my daily life by being there for others as  Toby has been there for me. It may, to some, be a bit silly to consider a dog influential, but these people must not have had the privilege of owning one of man’s very own best friends. I like to think that if our world had more children with dogs like my Toby, it would also have more children learning the core values that aid in responsibility and kindness.

Viable Cell Counting In Yeast Suspension Biology Essay

Viable Cell Counting In Yeast Suspension Biology Essay The aim of this experiment was to estimate the number of viable cells in a yeast suspension that was already provided. Estimations of the viable yeast cells were taken via two methods of plating; pour plating and spread plating, of which hot agar was used with the pour plate technique. The results that were obtained for this experiment show that overall; the spread plate method gives a higher yield of viable yeast cells compared to the total count value of 2.8 x 10^7. This experiment was conducted to estimate the number of viable cells in a yeast suspension, already provided. The definition of a viable cell, as stated in the Collins English Dictionary, 2008, p991 is capable of growth. Therefore, the definition of a viable yeast cell is a yeast cell capable of living and being able to grow. In industrial and research settings, there is a need to quantify the microbe content of microbial products. The method for doing this varies for different types of microbes. Traditionally, the first microbes to be used commercially were bacteria and yeasts. These are typically single-celled species that can be grown in natural and artificial media, and are well-suited to growth in agar gels on Petri plates. Using this method, individual cells or clumps of cells will form discrete colonies, which become visible to the naked eye as the colony grows. Counting the number of colonies provides a direct way to track the original number of discrete microbial units. A count determined this way been dubbed the number of Colony-Forming Units or CFU for short. CFUs are only applicable to single-celled microbes that can be grown on nutrient media, such as bacteria, yeasts, or spore-forming moulds. As the total count for the number of yeast cells was so vast (2.8 x 10^7) dilutions were made in order for a characteristic estimate of the total count of yeast cells to be made. Having diluted the sample enabled the human eye to count an estimate of the yeast cells. If dilutions had not been carried out, the sample of yeast cells would have been far too large and it would have been extremely time consuming and impossible to count the number of yeast cells. A haemocytometer enables for an estimate of the total number of yeast cells present. It has a known volume of chamber and area which is etched on the glass. A cell suspension is able to be above the known area. The chamber is then filled with a yeast suspension then covered with a cover slip. An average number of microbes can then be counted in the ruled area to give the number of yeast cells per cm ³. The aim of this experiment was essentially, to estimate the total number of yeast cells in a culture and to estimate the number of living (viable) yeast cells. Materials and Methods The total count of the yeast cells originally estimated by the haemocytometer was 3.8 x 10^7, however, it was later concluded that this was incorrect due to a mix up from another class. The new result for the estimated total count of the yeast cells was 2.8 x 10^7. This number was clearly too large and a series of ten fold dilutions were carried out in order to make it easier to estimate and investigate the viable yeast cells. A series of ten fold dilutions were needed as this is an important technique in identifying the viable cells. As a figure of 2.8 x 10^7 was established and it is vital that the number of colonies attained remains within the range of 30-300. So the dilution for a range of 30 300 is 1/100 (10^-2), however, it is essential that further dilutions, both above and below 1/100 are used; 1/10 (10^-1) and 1/1000 (10^-3). To make the estimation more accurate, dilutions of 10^-4, 10^-5 and 10^-6 were also used for both pour and spread plates. For full method, please refer to introduction to biology, microbiology and pharmacology practical booklet, pp 13-14. Results The results obtained for the pour plate and spread plate methods were as follow: 10^-1 10^-2 10^-3 10^-4 10^-5 10^-6 Pour plate (ml) TNTC TNTC TNTC TNTC 83 8 Spread plate (ml) TNTC TNTC TNTC 100 10 1 Key: TNTC Too numerous to count To determine the number of colony forming units (CFU) cm^-3 this calculation was used: Counts on plate x (1/dilution) x (1/volume inoculated (ml)) The calculations that were carried in order to determine the number of colony forming units (CFU) cm^-3 of the original culture for the pour plate and spread plate are shown below: Calculations for pour plate method: 83 x 1/10^-5 a 1/1 = 8.3 x 10^6 CFU, ml Calculations for spread plate method: 100 x 1/10^-4 x 1/0.1 = 1.0 x 10^7 CFU, ml The volumes inoculated for the pour and spread plate were different, the pour plate was inoculated with 1.0cm^-3 and the spread plate with 0.1micrometer. Discussion The table in the results sections shows that the values of the colonies that were counted for each of the plating techniques show good continuation, especially with the spread plate as the figures are increasing by a factor of ten each time. The figure obtained for the total count was 2.8 x 10^7, comparing this to the figure calculated for the pour plate method, 8.3 x 10^6 CFU, ml there has been a loss in the number of viable cells using this method, there has been a decrease of 1.97 x 10^7 of viable yeast cells. Comparing the total count value to the spread plate figure of 1.0 x 10^7 there was also a loss of viable yeast cells, with a loss of 1.8 x 10^7. This decrease in viable yeast cells compared to the pour plate loss is lower. The hot agar used in the pour plate technique may injure or kill sensitive cells; thus spread plates sometimes give higher counts than pour plates.(p 130, Microbiology, Seventh Edition, Joanne M. Willey et al) The above statement backs up the results of the experiment, as the spread plate technique has given a considerable higher count of viable yeast cells. Other factors that may have resulted in the smaller number of viable yeast cells in the pour plate method could have been that there is a much higher likelihood that clumps of the colonies may have formed together in portions of the plate, making it much more difficult to count. This occurs less in spread plating, as the clumps are broken up, and therefore there is a better distribution of the cells. Other factors that may have affected the results obtained for this experiment were the techniques used for the serial dilutions. With each sequential serial dilution step, there may have been transfer inaccuracies that lead to less accurate and less precise dispensing. This meant that the highest dilutions had the highest number of inaccuracies. Also, after every inoculation, the dilution must be thoroughly mixed; this was not carried during any of the dilutions, so this may have also affected the number of viable yeast cells. Finally, when doing viable counts, the higher dilution is, the more error is found in estimating the count of the original volume. For example, there were 10 colonies growing on the 10^-5 spread plate, and it was estimated that there were approximately 500000 colonies in the original suspension, but this was only an estimation to the closest hundred thousand. Likewise, with higher dilutions, such as the 10^6 on the pour plate, it was only estimated to the closest million. There were some limitations to the experiment, which may have altered the results slightly. Not having much experience in using the Gilson pipettes may have had an impact on the accuracy of the pipetting that was done during the serial dilutions.

Irelands Michael Collins And Emon De Valera :: essays research papers

Ireland's Michael Collins and Emon De Valera   Ã‚  Ã‚  Ã‚  Ã‚  There are many conditions under which Ireland was divided into two nations. Two main men were the main leaders of this split, Emon de Valera and Michael Collins. Sinn Fein also played a large role. Their differing visions for an Ireland free of British rule was the root motivation for the split.   Ã‚  Ã‚  Ã‚  Ã‚  Born in New York City in 1882, Emon de Valera was described as a 'tall, spectacled, schoolmasterly, of Jewish cast' as Tim Healy said. Edward Norman, the author of A History of Modern Ireland, added that de Valera was an 'austere theoretician' (Norman, 265). Michael Collins was born in 1890 at Clonakilty, Co. Cork. Edward Norman said his personality was to be to the contrary of de Valera's; he said Collins was not an intellectual and was a man of violent impulses. He took that statement further when he said the Collins would go as far to tumble his colleagues on the floor and bite their ears in playful attention. Now that de Valera's and Collins' personalities have been established, we can now analyze the events and actual conditions under which Ireland was under that led ultimately to her freedom.   Ã‚  Ã‚  Ã‚  Ã‚  All across Ireland people were repulsed by the executions which they considered to be needlessly brutal. What they lacked was new leadership to focus the restless energy of the Irish into effective political action, but it was not long in coming. At Christmas 1916 all rebel prisoners who had been interned without trial, those that the British had considered insignificant, were released as a goodwill gesture to the United States which had been very angry by British conduct regarding the rebels. This proved to be a costly mistake. Among those released was a cadre of IRB men who had spent their time in prison educating and organizing themselves into what came out to be a formidable political and military force. The leader of these efforts in prison was Michael Collins, who was still a little known Volunteer at the time.   Ã‚  Ã‚  Ã‚  Ã‚  Despite martial law, Collins contacted the members of his secret organization throughout Ireland and set in motion a clever plan to obtain political power. Using Sinn Fein as cover, the IRB began to run its members as candidates for parliament. Their successes throughout 1917 against Redmond's Irish Parliamentary Party candidates shifted power to Sinn Fein and caused a turmoil of public support for the republican movement throughout Catholic Ireland. After Collins release in June, 1917,Eamon de Valera, the oldest of the surviving 1916 rebels, joined Collins. De Valera was lucky for he had been

Nitric Oxide (NO) and the Nervous System Essay -- Medicine Biology Res

Nitric Oxide (NO) and the Nervous System Better known as an environmental hazard, nitric oxide (NO) is produced in combustion engines and contributes to smog and acid rain and has been implicated in the catalytic destruction of the ozone layer (Lancaster;1992). Though NO is the bad-boy of the environment, it’s roles in the body are extremely diverse and in some instances can be deleterious or beneficial depending on the circumstances. NO has been connected with immune function, control of blood pressure and hypertension, impotence and penile erection, septic shock, insulin-dependent diabetes mellitus, and macrophage mediated destruction of oncogenic cells (Young;1993, Stroh;1992). However, its activities in the nervous system may be the most exciting discovery yet for this eclectic molecule (Koshland;1992). Due to NO’s radical structure, it is highly reactive and very short-lived within the body (6-15 sec.) making its detection difficult (Lancaster;1992); as such, it can therefore be synthesized only on demand since radicals are known to disrupt cellular homeostasis. NO is small and uncharged and it rapidly diffuses through cellular membranes from its site of synthesis making it in ideal intercellular paracrine-like messenger or poison (Lancaster;1992). In the body, NO reacts with redox metals such as copper, manganese, or the iron heme-like protein centers, and molecular oxygen forming nitrites and nitrates, the latter constituting the principal manner in which NO is inactivated in vivo (Snyder;1992). The enzyme which synthesizes NO, nitric oxide synthase (NOS), has been cloned and structurally resembles cytochrome P-450 reductase, possessing many sequence homologies and the same physical sites for binding of identic... ... in Cells. American Scientist, 80:248-259, May/June 1992. Murray, R. K., D. K. Granner, P. A. Mayes, and V. W. Rodwell. Nitric Oxide is the Endothelium Derived Relaxation Factor and is Also an Important Compound in the Nervous System. Harper’s Biochemistry, pp 657-658, Appleton & Lange, USA, 1993. Schuman, E. M. and D. V. Madison. A Requirement for the Intercellular Messenger Nitric Oxide in Lone Term Potentiation. Science, 254:1503-1506, Dec. 6, 1991. Snyder, S. H. and D. S. Bredt. Biological Roles of Nitric Oxide. Scientific American, 266:68-71+, May 1992. Snyder, S. H. Nitric Oxide: First in a New Class of Neurotransmitters. Science, 257:494-496, July 24, 1992. Stroh, M. The Root of Impotence: Does Nitric Oxide Hold the Key. Science News, 142:10-11. July 4, 1992. Young, S. The Body’s Vital Poison. New Scientist, 137:36-40, March 13, 1993. Nitric Oxide (NO) and the Nervous System Essay -- Medicine Biology Res Nitric Oxide (NO) and the Nervous System Better known as an environmental hazard, nitric oxide (NO) is produced in combustion engines and contributes to smog and acid rain and has been implicated in the catalytic destruction of the ozone layer (Lancaster;1992). Though NO is the bad-boy of the environment, it’s roles in the body are extremely diverse and in some instances can be deleterious or beneficial depending on the circumstances. NO has been connected with immune function, control of blood pressure and hypertension, impotence and penile erection, septic shock, insulin-dependent diabetes mellitus, and macrophage mediated destruction of oncogenic cells (Young;1993, Stroh;1992). However, its activities in the nervous system may be the most exciting discovery yet for this eclectic molecule (Koshland;1992). Due to NO’s radical structure, it is highly reactive and very short-lived within the body (6-15 sec.) making its detection difficult (Lancaster;1992); as such, it can therefore be synthesized only on demand since radicals are known to disrupt cellular homeostasis. NO is small and uncharged and it rapidly diffuses through cellular membranes from its site of synthesis making it in ideal intercellular paracrine-like messenger or poison (Lancaster;1992). In the body, NO reacts with redox metals such as copper, manganese, or the iron heme-like protein centers, and molecular oxygen forming nitrites and nitrates, the latter constituting the principal manner in which NO is inactivated in vivo (Snyder;1992). The enzyme which synthesizes NO, nitric oxide synthase (NOS), has been cloned and structurally resembles cytochrome P-450 reductase, possessing many sequence homologies and the same physical sites for binding of identic... ... in Cells. American Scientist, 80:248-259, May/June 1992. Murray, R. K., D. K. Granner, P. A. Mayes, and V. W. Rodwell. Nitric Oxide is the Endothelium Derived Relaxation Factor and is Also an Important Compound in the Nervous System. Harper’s Biochemistry, pp 657-658, Appleton & Lange, USA, 1993. Schuman, E. M. and D. V. Madison. A Requirement for the Intercellular Messenger Nitric Oxide in Lone Term Potentiation. Science, 254:1503-1506, Dec. 6, 1991. Snyder, S. H. and D. S. Bredt. Biological Roles of Nitric Oxide. Scientific American, 266:68-71+, May 1992. Snyder, S. H. Nitric Oxide: First in a New Class of Neurotransmitters. Science, 257:494-496, July 24, 1992. Stroh, M. The Root of Impotence: Does Nitric Oxide Hold the Key. Science News, 142:10-11. July 4, 1992. Young, S. The Body’s Vital Poison. New Scientist, 137:36-40, March 13, 1993.

Choose one case study and write an academic essay Essay

PART A = Identify the educational needs of the class/training group. Use these educational needs as the basis (headings) for outlining classroom practice, including strategies, in order to accommodate the diverse learning needs of the entire class/training group. Strategies are to be of a detailed, practical and realistic nature. PART B = Name the Education Queensland (or relevant educational body) policies, frameworks, statements and directives that will have implications for this class/training group (include website address). Note how these policies will support your planning that you have written about in part A. Due Date: 20th January, 2014 Course: Education Specialization: Early Childhood Lecturer/Course Examiner: Noah Mbano Word Count: 2380 This assignment will identify and address the educational needs present in the early childhood case study. The educational needs being addressed will be the basis for Part A, which are, English as a second language (ESL), cultural diversity, social skills, intellectual disabilities and behaviour management. Pedagogical practices and strategies will be suggested to cater for the diverse learning needs of all children attending the service. The focus will be on the delivery of learning opportunities, according to need, to maximise students’ learning capacity and not to label the children. Part B will support the pedagogical response and planning ideas outlined in Part A, by the relevant policies, frameworks, statements and directives from Educational government bodies that implicate the service. PART A English as a Second Language (ESL)/cultural diversity The case study states that the centre has a number of children with different cultural backgrounds. The first educational need relates to ESL and cultural diversity. Educators must respect the diverse cultural backgrounds and ensure equity, so children develop knowledgeable and confident self-identities (DEEWR, 2009). A positive sense of self is fostered when children are supported in their environment to feel safe, secure and supported (DEEWR, 2009). Early childhood educators should support students for whom English is a second language to develop their English language skills, empowering them to communicate and engage within their new environment. From the start of their enrolment, students and their families should be welcomed and feel a sense of belonging at the service. The centre’s philosophy should be based on an understanding that parents should be recognised as the child’s first and most influential educator, whilst supporting the National Childcare Accreditation Council’s quality area two ‘Partnerships with families’ (NCAC, 2005). In practice it has been found that, to support a smooth transition parents and child should be encouraged to have a settling in period, which can be used to share knowledge about the center; it’s curriculum and cultural background. Educators should exchange this information verbally as well as in a written form. During the settling-in period the child has the chance to meet new friends and to become more familiar in their new environment, whilst in the comfort of their parents. Enrolment strategies are to understand, support the child, his/her families and caregivers and to differentiate your program to support all cultures. Educators should build an understanding of individual culture including â€Å"norms, values, beliefs, languages, traditions, behaviours, symbols, activities, achievement, and possessions† (Ashman & Elkins, 2012). Educators can familiarised themselves with the families’ beliefs and values by providing the parents with English-language programs or translators, helping by collaborating and giving continuing support. Using these strategies to encourage family participation within the centre will support cultural diversity and an understanding of the world we live in. Example of  this would be celebrating cultural days, such as Naidoc week within the Aboriginal culture. Workers in the industry report that ways in showing a cultural understanding is to ask families to bring in family photos for display, to provide familiar words from their native language or invite them to talk about their culture or share a special dish are other possibilities. This will help ease the child into the classroom environment. To support the child, strategies such as simplifying language, making instructions clear, breaking down the steps, providing multiple technology devices of communication and observations to recognise confidence could be used. Have classroom routines and consistent expectations to help the child understand what they are expected to do. Educators should ensure individual expectations are clear and understood by children to reduce frustration and barriers from being formed (Ashman & Elkins, 2012). Social Skills The second educational need is the inclusion of social skills. Educators have the responsibility to provide a welcoming and safe environment, where children feel accepted and part of a group. Through social interactions children can share knowledge and develop confident self-identities (DEEWR, 2009). Educators should identify each student’s positive characteristics then use them to establish an understanding of interests to keep them engaged. This helps move towards an inclusive environment. An inclusive classroom should provide a safe, flexible learning environment where all students have sufficient support to achieve outcomes consistent with their capabilities, become willing to take risks, and construct knowledge that is personally relevant and meaningful. Differentiating the program experiences and assessment by taking on an individualised approach aims to promote success and self-esteem (Ashman & Elkins, 2012). It cannot be assumed that social inclusion will occur automatically to new students (Ashman & Elkins, 2012). Strategies to encourage social inclusion are to ensure all students are actively involved in the organisation of the classroom; the educator thus needs to build a positive relationship with the student, providing opportunities for social interaction in group work, games and activities. Educators are qualified enough to support students’ friendships and ensure that their classroom is socially responsive. Following up on these aspects should be done promptly with regular observation and review on progression  in social skills from the child. Through anecdotal evidence, documenting these observations have shown to support the reflection process and assist in justifying and preparing plans for the child’s individual needs, interests, strengths and weaknesses (Churchill et al, 2013). Intellectual disability The third educational need is the inclusion of children with intellectual disabilities. All schools aspire to have collaborative, school-based terms that are organised to develop supportive networks for students, including the intellectually disabled. Educators should recognise strengths and capabilities and not make assumptions about the students’ ability based on their diagnostic label. Reasonable steps should be taken to ensure students with disabilities are given multiple means for participating in learning. These would involve learning through multiple, examples, media and formats, choice of context and tools, opportunities for demonstration and level of challenges. Give students plenty of options for expressing what they know, and provide models, feedback and support for their different levels of proficiency (CAST, 2012). Multiple strategies can be guided by the principles from the ‘Universal Design for learning’, which is a framework that shifts educators’ understanding of learner differences. It challenges them to rethink the nature of curriculum materials and endow them with the inherent flexibility necessary to serve diverse learning needs (Wright, 2006, as cited in Module 4, 2014). Strategies that also facilitate this include, varying the type of activities or the method of instruction, providing additional human and technical resources, giving extra support, modifying the ways in which the student will respond, or changing the classroom environment. These variations should be designed in such a way that the student with a disability is able to participate in the learning experiences on the same basis as a student without a disability, and without experiencing discrimination. There is anecdotal evidence that contemporary approaches to intellectual disability emphasise equal ac cess, participation, and recognition that a person’s level of functioning will improve if appropriate, individualise and supports are provided. Behaviour management The fourth educational need is behaviour management. Before considering specific learning issues, there are a number of factors outside of the school that influence school behaviour issues; family, socio-economics, culture, religion and race; and socio-political factors. Educators should agree that it is important to establish a cohesive understanding of socio-culturally acceptable behaviours when addressing behaviour management. Strategies to encourage positive behaviour rely on a pedagogical approach that sees the educator making adaptations, so the students can work effectively. In practice is has been found that students with behaviour problems often learn best when tactile and kinaesthetic strategies are presented. According to Early Childhood Australia (2013) the two main reasons misbehaviour usually occurs is when, children are expressing their feelings and children who have not yet learnt how to do what is expected. Strategies aimed at preventing misbehaviour include setting clear limits with input from the children and teaching the children what behaviour is appropriate and what is not (Early Childhood Australia, 2013). A critical aspect of maintaining students with behaviour problems in an inclusive classroom is the recognition of the learning difficulties that students face (Mooney, Epstein, Reid, and Nelson, 2003, as cited in Ashman & Elkins, 2012). One of the most important strategies for any teacher is to be a role model and to create a supportive and welcoming classroom. This will encourage all students to persist and work together more inclusively. To encourage appropriate behaviour, staff to child ratios should be obeyed at all times. This will ensure adequate care is been given to each child. Routines to be followed, keeping mealtimes regular and not too late, as some children will be hungry and this can lead to misbehaviour due to irritability. This can be changed by being responsive, flexible and adopting an individualised approach to routines. However sometimes circumstances change suddenly and this can result in routines been disturbed, for example, changes at home and the circumstances affecting behaviour is out of your control. The main idea is to facilitate individuals in developing his or her authentic self, through fostering student’s knowledge in a number of different genres, within a school, family or social environment. As a result of the diverse economic, social, spiritual, cultural, and political realities of our individual lives, a single aim of education wouldn’t suit  everyone’s needs. Therefore we need to create opportunities that will lead a student to their own success, a success defined by the individual. After all research has shown that â€Å"the way children learn, is as unique as their fingerprints† (CAST, 2012). Including students with educational learning needs in the regular classroom will provide the children with opportunities to interact with more able peers. By interacting in small groups, students learn to listen to what others have to say, understand that they may have different perspectives, share information and ideas and express different points of view in socially acceptable ways. Although it may appear that time and considerable organisation is focused on children with educational needs, it will have a positive impact on the delivery of the curriculum. The strategies outlined can be used not only for the child in need but all other children in the class will benefit from the additional strategies that will in turn cater for the multiple ways of learning throughout the class. PART B The Early Years Learning Framework (EYLF) is Australia’s first national framework, which forms an important written guideline for the unity of care and practices ensuring all children involved in early childhood education settings experience quality teaching (AGDEEWR, 2009). The EYLF’s curriculum supports children’s learning from birth to five years of age, as well as their transition to school. Part A mentions strategies that relate to the EYLF’s curriculum The ‘Being, Becoming and Belonging: The Early Years Learning Framework is the document used in all services implementing the National Quality Standard. It consists of a set of principals, practices and outcomes that advise educators that children have a strong sense of identity, children are connected with and contribute to their world, children have a strong sense of wellbeing, children are confident and involved learners and children are effective communicators. Strategies suggested in Part A directly relate to these outcomes from the EYLF by advocating play-based learning while recognising the importance of communication, language, social and emotional development (ACECQA, 2009). All elements are fundamental to curriculum making decisions and pedagogy in an early childhood setting. The National Quality Framework (NQF) is a tool to assist childcare providers to improve their services in the areas that  impact on a child’s development and empower families to make informed choices about which service is best for their child. The NQF has many implications for the centre, including a national legislative framework that consists of the Education and Care Services National Law and Education and Care Services National regulations, a National Quality Standard (NQS), an assessment and rating system, a regulatory authority and ACECQA. ‘The Guide to the National Quality Framework’ directs centres in implementing the framework. The National Quality Standard is responsible for administering, including approving, monitoring, and quality assessing and rating. Services are assessed and rated against the Seven Quality Areas; this ensures the organisation and its educator’s are meeting the standards and providing high-quality educational programs. The Seven Quality Areas that relate to all practices outlined in Part A, are; Educational program and practice, Children’s health and safety, Physical environment, Collaborative partnerships with families and communities, Staffing arrangements, Relationships with children, Leadership and service management. Education and Care Services National Law (Queensland) Act 2011 outlines the legislation that has implications for the service. It outlines regulations regarding inclusion and provisions. The National law establishes the ACECQA, which is responsible for ensuring that the NQF that is implemented consistently across all states and territories. The Child Care Regulation 2003 directs policies and outlines the lawful standards that implicate the service. These regulations implicate all practices and strategies outlined in Part A, by providing a directive for compliance. The United Nations Convention on the Rights of the Child (UNCRC) sets out rights in 54 Articles and is guided by four fundamental principles. The articles are about how adults and governments should work together to make sure that all children get all their rights. The four fundamental principles are, non-discrimination, the best interests of the child, survival, development and protection and participation. These protocols have implications for the service with its outline of the basic human rights that children everywhere have. This is put in place to ensure that services are meeting the basic needs of ch ildren, to help them reach their fullest potential. Many of the rights support planning strategies outlined in part A including the right to his or her own name and identity, the right to an education, the right to be  protected from abuse or exploitation, the right to express their opinions and have these listened to and, where appropriate, acted upon and the right to play and enjoy culture and art in safety (UNICEF, 2012). The Disabilities Discrimination Act (DDA) education standards outline the obligations to assist people with a disability under the DDA. The DDA therefore has direct implications for the service when catering for children with disabilities to ensure their right to participate in educational courses and programs on the same basis as students without disability. This means a person with disability should have access to the same opportunities and choices in their education that are available to a person without disability. These policies support the planning and implementation of differentiated learning, assessment, accommodations, adjustments, re-designing and the universal design for learning. Melbourne Declaration outlines a commitment to working to support the development and strengthening of early childhood education, to provide every child with the opportunity for the best start in life and there for has implications for the service. The ‘Commitment to Action’ supports the planning for part A in such areas as developing stronger partnerships and strengthening early childhood education, advocating services to work towards smooth transitions into schools, providing parents, carers and families with information regarding equity and supporting young Australians to become successful learners, confident and creative individuals and active and informed citizens (MCEECDYA, 2008). References Ashman, A., & Elkins, J. (Eds.). (2012). Education for Inclusion and Diversity (4th ed.). Frenchs Forest, NSW: Pearson Australia Australian Children’s Education & Care Quality Authority (ACECQA). (2011). Guide to the National Quality Framework. Retrieved from http://acecqa.gov.au/storage/1%20Guide%20to%20the%20NQF.pdf Australian Government Department of Education, Employment and Workplace Relations (DEEWR) for the council of Australian Governments (2009). Being Belonging Becoming: The Early Years Learning Framework for Australia. Canberra, ACT: DEEWR. CAST,inc. (2012, May 3). National centre on Universal Design for Learning: UDL at a glance [Video file]. Video posted to http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0 Churchill, Rick. (2nd Ed.). (2013). Teaching: making a difference. Milton Qld: John Wiley & Sons Australia, Ltd. Early Childhood Australia. (2013). Managing challenging behaviour. Retrieved from http://www.earlychildhoodaustralia.org.au/learning_and_teaching/childrens_behaviour/managing_challenging_behaviour.html Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Ministerial Council on Education, Employment, Training and Youth Affairs, {MCEETYA} (2003). A National Framework for Professional Standards for Teaching. Retrieved January 2, 2014, from source. http://www.curriculum.edu.au/verve/_resources/national_framework_file.pd Module 4 – Differentiating the curriculum and universal design principles. (2014). Retrieved January 2, 2014, from http://usqstudydesk.usq.edu.au/m2/mod/resource/view.php?id=167984 National Childcare Accreditation Council. (2005). Quality Improvement and Accreditation System: Quality Practices Guide. Retrieved from http://www.ncac.gov.au/resources/qias_qpg.pdf Queensland Government. (2012). Disability Discrimination Act 1992. Retrieved from http://www.comlaw.gov.au/Details/C2013C00022 Unicef. (2012). Convention on the Rights of the Child. Retrieved from http://www.unicef.org/crc/