Regional Paper Essay Example | Topics and Well Written Essays - 1000 words

Regional Paper - Essay Example This trend of regional integration, irrefutably, posts opportunities for business organizations and gives birth to multinational companies. The formation of free trade zones and regional blocs irrefutable lowers the cost of business operation because generally, it encourages countries to attract the inflow of foreign direct investments through tax holidays and other financial incentives. It should be noted that this practice is very common especially in developing countries where foreign direct investment is viewed as a way to curb unemployment, increase local competition, enhance the efficiency of the domestic industry players and stimulate the whole economy. Regional integration also opens doors for other business activities through joint venture, licensing, franchising, and others. Regional integration also posts opportunities of costs savings to business organizations. Through trade blocs, companies are also able to take advantage of lower input costs of certain materials which can be readily imported from other countries since tariffs and quotas are eliminated. It should also be noted that globalization also made possible the transfer of service from one country to another. Coupled with the rapid development and wide popularity of the internet and other advance technologies, business organizations are able to lower their costs of operation by outsourcing various back-office services from countries which have relatively lower wage requirements but with a pool of skilled workforce. Through business process outsourcing, companies enhance their profitability by incurring lower operational expenses while enabling them to focus on their major activities and core competencies. The North American Free Trade Agreement is a regional bloc with members including Canada, Mexico, and United States (North American Free Trade Agreement 2006). It is apparent that the countries comprising this regional bloc present different stages of economic development. During the time of integration, the United States is already recognized as one of the economic superpowers in the world with its high level of GDP and wages. The United State's largest sector in the economy is the services which employs almost 75% of the entire population (US Department of State 2007). Similarly, Canada is one of the world's wealthiest nations with its high per capita income. This country has been growing rapidly in the past years with low unemployment rate and large government surpluses on the federal level. The country has remarkably maintained the best economic performance in the G8 since the recession in 2001. It should be noted that Canada is the second largest nation in the world next to the United States (US Department of State 2007). Mexico, in comparison, lags behind its trade partners in terms of economic performance. Even though it recently manages to improve its income, Mexico still suffers from the large disparity of income between the upper and lower social classes. Compared to its trading partners, the country has a far lower wage rate (US Department of State 2007). With its establishment in the 1994, this agreement has brought numerous developments in each of the countries' business sector. For one,

Exploring An Occurrence At Owl Creek Bridge

Exploring An Occurrence At Owl Creek Bridge The short story An Occurrence at Owl Creek Bridge has received more critical attention than any other single work written by Ambrose Bierce. This is most likely because of the way the story combines into one text the best components distributed among much of Bierces fiction such as narrative, plot, imagery, the exposure of human-deception, and a surprise ending (Stoicheff 1). In An Occurrence at Owl Creek Bridge, Bierce differentiates between internal and external worlds and illustrates that the mind can create its own realities and escapes. He does not tell the reader that Farquhar is hallucinating, but instead expects the reader to evaluate the story and realize the impossibility of events described in the final events of the story. With such literary techniques, Bierce opposed many of the literary trends of his day in both his journalism and his fiction. He believed any view of life which ignored the unconscious processes of mind could not call itself realistic (Davidson 2). Bierc es works reflect his obsession with ironic, unnecessary, and strange death, as well as his cynical, disillusioned attitude on the meaninglessness of life (Habibi 2). He detested war and saw firsthand the absurdity and insanity of it. This emerges as a connecting theme in several of his writings. His protagonists are usually antiheroes and they make conscious decisions based on flawed thinking, which ultimately lead to tragic predicaments (Habibi 2-3). Bierce is known for his use of literary elements and skillfully uses third person narrative, a quickly paced plot, realistic detail, and blends fantasy and reality to lead the reader into believing in Farquhars escape. Therefore, the reader is unable to interpret Farquhars true fate until the very end of the story. Bierce cleverly chooses to write this story in third person narrative. By using third person narrative, the author is able to do a variety of different things to capture the readers attention and keep them guessing. He most likely chooses this course of action to convey to the reader the main characters feelings and emotions and to conceal his death. This perspective, often called limited omniscience, tells the story from an observers standpoint (Samide 1). By definition, this narrator knows all things important in the story, even a characters own thoughts. Therefore, the reader is able to get a more in depth look into how the main character is feeling, as well as tell the reader the outward world of the story (Samide 1). In this story, the author chooses to focus on the mind of only one main character, Farquhar, and enters it extensively throughout the course of the story. At any given time, the narrator may also move in and out of the chosen characters mind and thoughts, or inform the reader about what is happening in the outer world of the story. Because the author chooses this point of view, it is difficult for the reader to know Farquhars escape is unreal until the last line of the story, when the narrator emerges from his mind to tell the reader Farquhar is dead (Samide 1). Bierce skillfully forces the reader to believe in Farquhars hallucinated escape and therefore, is able to surprise the reader with Farquhars death. It enables Bierce to take the reader inside Farquhars mind to demonstrate how emotional confusion alters not only the way the mind interprets the reality of a situation, but also the way it perceives the passage of time. Bierce also uses a rapidly paced plot to keep the reader from figuring out the surprise ending. He quickly paces the plot in order to distract the reader from closely examining Farquhars unlikely escapes from death. Before the reader has time to consider the likelihood of a broken neck from the rope or some other injury, Bierce has Farquhar struggling not to drown. He sinks deep into the water, his hands still tied together and the noose still wrapped around his neck. So instead of thinking about his broken neck or suffering from another injury, the reader focuses on his new problem of drowning. Then, somehow, Farquhar is able to free his hands from the rope and slips off the noose. But again, the reader is relieved that Farquhar escapes drowning that he does not fully examine the likeliness of this escape. Then, Farquhar bursts to the surface of the water for air and must start dodging bullets, diverting the readers attention once more from the previous escapes from the ropes and dr owning (Samide 3). Therefore, by using a rapid paced plot, Bierce is able to distract the reader from examining the likeliness of the escapes by creating new diversions, making it more believable for the reader. Another literary device Bierce uses in An Occurrence at Owl Creek Bridge is the element of imagery. Bierce relies heavily upon imagery throughout the story, centering on sight and sounds to make his tale more convincing. Bierce goes to great lengths to describe the opening sequence in terms of its military arrangement. He provides vivid images of group formations and soldier stances such as a single company of infantry in line, the barrels inclining backward against the right shoulder, the hands crossed upon the stock, at parade rest the butts of the rifles on the ground (Bierce 72). These descriptions show Bierces past military experience in various wars and battles, giving the story a sense of realism. Also by using such realistic details, Bierce is able to make Farquhars escape more believable to the reader. After the first round of shots from the soldiers, when he hears the captain give orders to fire, Farquhar dives deep into the water. Some of the bullets, still warm from the g uns, spiral down into the water beside him (Samide 3). One lodged between his collar and neck; it was uncomfortably warm and he snatched it out. (Bierce 75) These few examples of realism lead the reader to believe that Farquhar is really escaping. When he comes to the surface again, the current has taken Farquhar out of shooting range of personal weapons, but he must now worry about the cannon being used. The first shot misses, but sprays him with water. The second shot is a much better shot that will surely hit him, but suddenly, the current whirls him around a bend in the river and throws him up on the bank, out of aim of the cannon (Samide 3). While the rapid series of dangers has caused the reader to consider the probability of each escape, the authors use of imagery and realistic detail convinces the reader that he is out of danger and is now on his way to finishing his escape by losing himself in the dense forest and getting back home to his wife and family (Samide 3). The res t of the story goes on to describe Farquhars long trip home. He continues on his journey through the forest and finally arrives to the gate of his own home. He sees his wife and she holds out her hands in joyous welcome. As Farquhar reaches out to embrace her, he feels a stunning blow to his neck, sees a blinding white light, hears a sounds like the shock of a cannon-then all is darkness and silence (Bierce76). At this point in the story, the limited narrator moves out of Farquhars mind and returns to the objective world on the bridge, revealing to the reader the shocking last line and revelation that, all along, the escape was Farquhars hallucination (Samide 3-4). Peyton Farquhar was dead; his body, with a broken neck, swung gently from side to side beneath the timbers of the Owl Creek Bridge. (Bierce 76) One of the literary elements Bierce uses that he is most known for is his blending of fantasy and reality. Bierce mixes the external world of death with Farquhars internal world, resulting in the success of his hallucination. Farquhar, in his mind, is imagining his incredible escape when he is actually dying. Bierce skillfully uses metaphors and similes in order to secretly describe the true fate of Farquhar. For example, Bierce uses the pendulum not only as a significant metaphor for time, but also as a simile for Farquhars body, which swung gently from side to side beneath the timbers of the Owl Creek Bridge (Bierce 76). Farquhar is conscious of motionà ¢Ã¢â€š ¬Ã‚ ¦ of a vast pendulum because his body literally traces, and therefore senses it. Similar intrusions of other objective stimuli into Farquhars experience occur throughout the rest of the story. The sharp report of the firing gun, its slightly later dulled thunder, and the alleged explosion of the cannon that was cracking and smashing the branches in the forest beyond are all Farquhars hallucinated revision of the sound of his own neck breaking. Bierce successfully emphasizes the association, describing the literal event of Farquhars neck breaking as occurring with sound like the shock of a cannon. Farquhars sensation of rising rising toward the surface of the water is the dreamers understanding of the slight bounce the body experiences after reaching the extremity of its flexible rope; the feeling of almost drowning in the creek modifies the fact of strangulation itself; the horribly aching neck and the uncomfortably warm bullet impossibly lodged between his collar and his neck under the water reinterpret the pain of hanging; the counter-swirl that spins him around in the current refers to the twisting at the end of the rope; the projecting point which concealed him from his enemies transforms the bridge now above him; the sensation of his own tongue thrusting forward from between his teeth into the cold air registers its grotesque protrusion during strangulation; the inability to feel the roadway beneath his feet is a similarly accurate feeling, dutifully revised into an understandable fatigue, thirst and numbness near the end of his narrative of escape (Stoicheff 3). Thus, a key element in the story is the distention of time and the blending of fantasy and reality. The reader is left with a range of reactions: the element of surprise, the promise and loss of hope, the tragedy of death, the ultimate coherence of objective reality, and acknowledgment of Bierces carefully constructed deception (Habibi 1). Bierce skillfully blends the third person point of view that conceals Farquhars death until the very end, a rapidly paced plot of narrow escapes from death that distract the reader, concrete details that make the final escape seem real, and the technique of blending fantasy and reality (Samide 4). Bierces usage of narrative, plot, imagery, and blending of fantasy and reality make it hard for the reader to detect Farquhars true fate until the final line of the story. In An Occurrence at Owl Creek Bridge, Bierce distinguishes between the internal and external worlds of Farquhar and shows the reader that the mind can create its own realities and its own escapes. He expects the reader to evaluate the story and realize on his own the impossibility of events described in the final events of the story (Davidson 2). Bierce purposely uses these elements of fiction in order to create a suspenseful ending that connects with the central theme of the human need to escape death. Work Cited Welty Bierce, Ambrose. An Occurrence at Owl Creek. Literature: An Introduction to Reading and Writing. 9th ed. Ed. Edgar V. Roberts. New York: Pearson Longman, 2009, 71-76. Samide, Daniel E. Anatomy of a Classic: Ambrose Bierce Cleverly Used Some Key Literary Tools in Crafting His Civil War Tale An Occurrence at Owl Creek Bridge. The Writer May 2005:42. Literature Resources from Gale. Web. 5 Apr. 2010. Habibi, Don Asher. The experience of a lifetime: philosophical reflections on a narrative device of Ambrose Bierce. Studies in the Humanities 29.2 (2002): 83+. Academic OneFile. Web. 11 Apr. 2010. Davidson, Cathy N. Ambrose (Gwinett) Bierce. American Short-Story Writers Before 1880. Ed. Bobby Ellen Kimbel and William E. Grant. Detroit: Gale Research, 1988. Dictionary of Literary Biography Vol. 74. Literature Resources from Gale. Web. 10 Apr. 2010. Stoicheff, Peter. Something Uncanny: The Dream Structure in Ambrose Bierces An Occurrence at Owl Creek Bridge. Studies in Short Fiction 30.3 (Summer 1993): 349-357. Joseph Palmisano. Vol. 72. Detroit: Gale, 2004. Literature Resources from Gale. Web. 10 Apr. 2010.

Internet Intelectually Piracy :: essays research papers fc

Intellectual Property Piracy In today=s society technology has made life easier and almost totally automated. You no longer need to go to a teller in a bank to deposit, withdraw, or even cash a check. You can even program a calculator to solve for the c value in an equation in math class. To even top things off you no longer need to be at home or around a computer to go on to the internet with advancements in cellular phone technology. Unfortunately there are drawbacks to the rapidly growing field of technology and computers. The internet is making more and more music, movies, games, and thousands of other software accessible. Most of it is stolen or APIRATED@, and then put up on the internet for anybody to download and use on their PC (personal computer). Along the lines there are even programs that let you find, download, and use what you want at no charge. To be able to do this hurts or even destroys the inventors very own intellectual property and they have the right to make royalties off of their idea, whet her it is music, movies, games, or even business/personal software. The loss of these properties are due to four main factors, networking, encryption, few or no precedents, and a fast growth, in the PC field. All of which have led intellectual property on the bleeding edge of the technology world but has not totally eliminated it from the market. Some companies are improving in those area with better programing and encrypting. Also with the help of the United States government in making laws, standards, and agencies totally focused on this area of technology. The first issue is networking. Whether its on a local level such as an intranet or LAN (local area network) where only a few computers are networked or connected together and have file sharing access or as a world wide factor as the internet or WAN (wide area network). Networking allows multiple use access the same data at the same time. When there is an intranet it is localized to only a small community such as a business or local school. However they tend to be link or connected to the internet allowing incoming and outgoing traffic through the extranet server. The extranet server gives the LAN access to the outside world but also give the outside world access to them. With hundreds of thousands of computers linked to each other gigabytes (approximately one billion bytes) of gigabytes of data are shared.

Generation Gap Essay

Generation gap can be defined as an opposed division between younger people and older ones. It can be perceived in cultural as well as political fields of society nowadays. Nevertheless, the differences may begin to be bridged in diverse ways within those main fields. On one hand, the existence of clear contrasts between generations as language, fashion and art values may be easily appreciated in the Media, even the streets with graffiti and all kind of artistic works. What are well known among youngsters are the wide variety of codes they are able to create and manage, like the linguistic codes; the clothes they choose to design and wear and even the music they play and listen to, which are changing constantly in order to make adult people feel away from their own matters. In addition, it seems that revolution is an irreplaceable subject kept alive by young people exclusively. What they think is that their ideas are the best ones for he World’s welfare, especially in the political and social fields. On the other hand, this distance between generations has existed since Ancient times when the elder people ruled all the societies and they were respected and even worshipped in several cases like the Greek and Romans civilizations. It seems that at present times, old people are sent to places of retirement and it may difficult and in the worst situation, impossible to participate in society decisions at all. Nevertheless, what Globalization cannot change nowadays are values. They have never been altered like love, solidarity, wisdom and common sense and they would be thought as bridges between distant generations. In conclusion, the generation gap may produce some misunderstandings in numerous senses whereas it will exist as part of evolution of human beings. However, it would seem to be a challenge to create new bridges to connect both sides through common cultural and political devices.

External Reserach – Childcare Level 3

‘’It is important to plan to meet the care and learning needs of all children. ’’ External research CACHE LEVEL 3 DIPLOMA IN CHILDCARE AND EDUCATION Introduction Criteria 1 – Criteria 2 – The first stage of the learning cycle is planning and this is where you plan for the children activities that will be carried out throughout the time at placement and these activities need to be planned for the needs of all children.When practitioners are planning the activity they need to consider the resources, if the activity is age stage appropriate, any protective clothing that may be need during the activity, health and safety and how all the children will be included together, not discriminating any child because of their age, gender, abilities or disability. The second stage is where the planned activity takes places and during this the children will carry out the activity to help them, learn and develop in all aspects of development; social, emotiona l, physical, and intellectual and language development.It also allows practitioners to observe the children during play activities. When practitioners observe, they look for the child’s development and abilities. The third and last stage of the cycle is to review and this is when the practitioner looks back and reflects on the activity (reflect on it) to see where they can improve. The planning cycle is used to meets care needs of children, learning needs of children, help them develop and help them to develop and learn different stages of development.I have seen this happen at placement where the practitioners were planning an activity along the lines of previously noticing a group of boys enjoy playing with the cars and after noticing this, they decided to carry out a work sheet using cars to teach them how to count. When planning this activity, they considered the abilities of the children, the health and safety as well as resources needed.During this activity the practiti oners were observing to see how the children were coping, child’s development stages and what the children were learning during the activity. Once the activity has taken place the practitioners reviewed it by using a reflective cycle. A long term goal is something you want to achieve over a long period of time normal one year or five years. In a school a long term plan is used to cover all aspects of the National Curriculum whereas in a Nursery a long term plan would cover all aspects of the Early Years Foundation Stage (EYFS, 2012).The practitioners would plan for whole year of children’s time at the setting and it meets the care needs of children by planning for their holidays. It cares for the learning needs of children because it plans to provide the best use of resources and equipment available and the environment in which the children will learn in. This can be a disadvantage because the planning doesn’t allow for immediate changes on a day to day or terml y basis.A long term plan would be covering a curriculum plan because it sets goals, develops strategies and outlines tasks and schedules within the setting. It meets the care needs of children by allowing the practitioners to provide supporting activities for the individual needs of the children and meets the hearing needs by having opportunities that challenge the children, varied types of activities such as adult- led, child-led and free play by learning indoors and outdoors.Practitioners have a meeting ever term and plan for activities and task for the whole school term of the child to help support and develop their care and learning needs in the best possible way to allow each individual child to achieve the next stage. A medium term goal is something that you build upon from a short team goal. Practitioners would plan termly/monthly by building upon the short term plans. It meets the learning needs of children by looking at the themes. Medium term planning in my placement consi ders a central theme spread across a number of weeks:A short term goal is achieving something in the near future for example: within a week. Practitioners would do daily plans and observe the children in order to be able to make changes in the plan to meet individual unique child’s needs. It meets the learning needs of children because it can be immediately changed on a daily basis or weekly basis according to the child’s individual learning needs, abilities and disabilities as well as their likes and dislike to help them move forward in their development and develop their skills.In my current placement practitioners saw a group of boys enjoying playing with the cars. Later on that same day the practitioners got an idea to plan activities around that theme for the following week to help the 2 to 5 years olds learn to count up to 20 which helps the practitioners to encourage and interest the children’s learning by using things that they like to help meet their ne eds in order for them to develop. Routines are tasks, chores, or duties done as regularly as possible or at specified time of the day e. g. typical or every day. It can also be activities happing during the same time period in the day, such as lunch, reading, or playground time. In a childcare setting, a routine maybe having meal times three times a day or having rest time after lunch. They are used for teaching them to be prepared for adult life and helping them to understand their duties. It is important that adults stimulate children’s minds, social skills, emotional and bodies with routines for them to be able to learn and remember these different routines for the future.Routines meet care needs of children because they make children feel safe and build’s the child’s confidence. Routines meet children’s learning needs because the children will learn everyday skill and also allow children to know what is expected of them. I have experienced many differ ent routines throughout my work placements; I have recently seen a routine for the whole day which is in my appendix 2. Criteria 3 – Criteria 4 – Effective planning is something that works well. It also meets the children’s individual needs and helps identify a path of achievement.There are eight feature to effective planning; support for practitioners, effective planning, sharing best practice, knowing the child, encourage reflection, helps with translation and makes it requirement and enjoyable. Effective planning involves around the child. Curriculum plans can be done and allows for practitioners to meet the children’s learning and care needs over a long period of time. This does not always work because each child is individual and they develop skills and abilities at their own time.To make this work effectively practitioners could use a SMART target to plan over the week for each individual child according to their likes, dislikes and what they can an d can’t do. Practitioners could combine both the curriculum plan and Smart target by using the planning cycle, long term and short term plans to make it effective because this allows for all children to learn and develop at their own time and achieve their next stage up. Within my setting practitioners plan effectively by using the SMART target to plan for the week ahead and combine this with using the curriculum plan to do and review over the next month for every child.Once they have observed the activity and child, they then plan activity according to their observation. A combination of planning tools are used in settings to give practitioners good outcomes, meet children’s needs and learning needs and don’t allow practitioners to plan, do and review. I have noticed in my previous setting that practitioners use one type of plan which is the short term plan because they plan weekly for their activities whereas in my current placement practitioners use a range o f plans such as a weekly plan along side an activity plan and a medium plan.If effective planning wasn’t used practitioners would be having bad management in organising activities, practitioners will not get the outcome they are looking for easily, children needs will not be meet to the best interest and they may not be able develop their skills and development well enough because they don’t have the assess to the appropriate activities and resources (age stage). Criteria 5 – Having an appropriate environment in place to support care and learning needs is important because practitioners should make sure that the environment is safe and secure for the children as well as welcoming and warm.It also needs to be stimulating for the children to be able to explore and investigate in. This is stated by Early Years foundation stage (EYFS, 2012) who states that it is important to plan and provide an appropriate environment both indoors and outdoors throughout the day. Th e Reggio Emilio approach focuses on both the outdoor and indoor environment as equally important because they both allow children to explore and discover, free play and creative thinking. Reggio believed that the indoor and outdoor nvironment stimulates children’s learning, children develop socially and they can express themselves in any way they want. Reggio pre-schools believes in having discovery, stimulating learning environments (both indoor and outdoor) for children to be able to reflect on their own learning and record the children’s learning progress (Tassoni, 2007) This approach can benefit children as it allows them to work more closely with the adult to help stimulate their skills, abilities and development within their environment.Children’s play is carried out in a learning environment which is characterised by both indoor and outdoor learning to help children move on in their development stage and it needs to be safe for children to play and learn in where they are protected and supervised at all times by an adult. It is vital to have the appropriate equipment at the child’s level in both the outdoor and indoor environment to help support the learning they need as well as meet each child’s individual needs.Both theorists also support the learning needs of children by allowing them to physical, socially, emotionally, intellectually, cognitive and language develop. ‘’ A good early childhood environment meets the child's basic needs and supports and encourages children to engage in activities that implement the programme's curriculum. ’’ (Exteral research/creating-indoor-environments-for-young-children. htm 1997-2012) Criteria 6 –Care needs are supporting the children’s personal care needs such as feeding, sleeping and hygiene. It helps children to become independent and teaches them life skills. The theorist which supports this is Maslow (1943) and his hierarchy of need. It concerns the responsibility of adults to care and provide a safe environment that encourages and enables the adults to support and meet all the needs of an individual child.These needs include; physical, emotional, social, and intellectual and are shown in the model and diagram of the pyramid five stages. The framework that supports care needs is the Early Years Foundation Stage (EYFS) (2012) and they influences day to day practice by making sure each practitioner follows the correct curriculum framework within their practice and care for the children. ‘’There is also a range of supporting guidance on implementing the EYFS requirements which should be used alongside the Statutory Framework.In particular: Development Matters – which provides guidance on observing, assessing and planning for each child's individual learning and development, a know how guide for progress check at age two – which gives case studies and templates to support you with the requir ement to provide parents with a written summary of their child's learning and development between their second and third birthday, EYFS for parents – which you should personalise to your setting to help you meet the requirement of informing parents how the EYFS is delivered. ’’ (czone. eastsussex. gov. uk 2012) Criteria 7 –Jean Piaget’s (1948) theory of play is play-based curriculums were all children are actively involved in their learning. He said that children go through four stages of development; Piaget (1948) theory of play is thought that ‘’learning is an active process in which children draw conclusions though exploration. He called these conclusions schemas. ’’ (Tassoni. P et al 2007 Pg 284). Piaget (1948) is a key influence on children learning (Tassoni, 2007). His theory supports and extends children’s learning needs because he believed that children will learn when they are ready to learn.Vygotskyâ€⠄¢s (1978) theory is based on zone of proximal learning. His theory supports children’s learning needs because he believed that children will learn cooperative activities set up for them where the less able children can learn and get help from the more advanced children. Vygotsky (1978) believed that if a child is at the zone of proximal for an activity and getting help from the adult, will allow the child to boost their achievement of the activity (simplypsychology. org 2010-2012). Criteria 8– Piaget (1984) theory of play has 4 types of play; physical play mastery play, symbolic play and constructive play.He thinks that play is assimilating and children make their own environment through the four different type of play. Piaget (1948) believed that children adapt and develop on their own experience. It is recognised in placement by practitioners because it gives them a guideline on the teaching they should be providing children with and enhance the children to develop their learning and skills. Practitioners could do this by respecting the children’s ideas, suggestions and opinions when they carry out an activity or task.Planning is early years settings should be used because it helps practitioners to get to know the child better by observing them in order to meet each individual child’s needs and plan accordingly to their stage of development and abilities to future help them develop their skills, abilities and development. They should plan for this by using weekly plans because each child is unique and they develop at their own rate which will allow them to make daily/weekly changes according to what they observe and see the children do and learn.Bibliography: Books: Tassoni. Penny, Kate. Beith, Kath. Bulum and Harriet. Eldridge (2007) CACHE level 3 Child Care and Education 4th edition, London: Heinemann Websites: East Sussex County Council (2012) – Early Years Foundation Stage [online] available at: https://czone. eastsuss ex. gov. uk/supportingchildren/childcare/support/eyfs/Pages/main. aspx Assessed on: 6th November 2012