Why I Am A Volunteer Program - 1527 Words

... Introduction Dovercourt School is a bilingual school which provides English and Chinese program. The school philosophy is to believe that the students need to be engaged to be deeply successful in their learning. They believe that the students will be successful by persisting studying, overcoming obstacles, and delighting in accomplishing their work. I began to be a volunteer to read mandarin stories to students in mandarin grades three and four in Dovercourt School in Oct 14 and Oct 16. On the one hand, I believe that volunteering activity can create my credibility, build self-confidence, develop self-awareness, and share the vision. On the other hand, the motivation behind volunteer activity will benefit for those students who need help improve their mandarin knowledge. I How was this activity chosen? When I picked the volunteer project, I have been the volunteer in my son’s school for several years. I like to be a volunteer to participate the activity with kids since they are so creative and lovely. Furthermore, the most important point is that I would like to observe my son’s development closely. First, I contacted my son’s Chinese teacher Ms. Lennon, who is very strict and responsible, and tell her my requirement. She was very supported my decision and let me to read stories to her students. Therefore, I became a volunteer to read mandarin stories this week for my son and his classmates. On this Monday, she emailed me to ask me whether I can come andShow MoreRelatedTypes Of Communication985 Words   |  4 Pages Starting a new beginning at an agency is always an exciting but nervous feeling for myself. I’m never sure of the type of agency I am entering but I am sure to prepare myself for what is to come. I believe that first impressions are crucial on the projection of setting the tone for the duration of the time I would be with the agency. I also focus on the first initial line of communication to determine how the agency conducts business. Based upon an agency response time, that tells me how effectiveRead MoreMy Personal Goals to License Track Counseling Program895 Words   |  4 Pagessubsections the reason why I am seeking a specialization in a license track counseling program. I t will address how I will do my best to obtain experience through volunteer work. I will discuss in detail part of my life experience as well as my interpersonal skills that m ade an impact on my decision to become a Mental Health Counselor. In addition, I will also explain in details the license requirement that I will need to practice in the state of Florida. This is the state where I want to practice. Read MoreCross Functional Pilot Work Groups1148 Words   |  5 Pages(i.e., Herndon, VA and Baltimore, MD FSDOs). Therefore, running the program would be free of charge. The primary investment in starting this task is employee time, a resource worth investing in. Dependent upon the target audience, topics could include (1) An Overview of Aviation Safety, (2) Accident Investigation Processes and Procedures, and (3) Accident Investigation and Prevention Data. †¢ Bridge the Gap with Program Office (PO) Focal Points: Results in Brief: Through shadowing opportunitiesRead MoreMy Life After College For The Public School Lunch System841 Words   |  4 PagesDiscovering My Path in Life When I graduated from college in spring 2015 with my Bachelor in Nutrition, I thought I knew exactly how my life after college was going to be like. My mission is to create a change to the public school lunch system; to help children learn how to love and enjoy a healthy and nutritious meal. It was discouraging to find out that there is a lot of limitations to what changes I can make; however, I did not want to waste my time doing nothing as I soul search my new goal in lifeRead MoreThe Career Of A College Degree Essay1061 Words   |  5 Pagesschool in 2002 I felt pressure to follow my passion and apply for a college degree to pursue it. I was accepted to San Diego State University but declined the offer and instead enrolled in my local community college, Skyline College. I didn’t feel connected to a passion society says young adults should feel after graduating high school. Instead, I took a few classes over two semesters and then decided to leave the bay area where I grew up and move to Las Vegas. It was here in Las Vegas that I discoveredRead MoreThe Importance Of Forming Groups And Why Groups Should Be Created1536 Words   |  7 PagesThe most important points. 1. Importance of forming groups and why groups should be created. Committees and task forces. In my work place there is a safety committee. 2. There are various types of groups. Tasks groups form to carry out specific activity. (Ex our workplace there is task group to find suitable bottle caps for the product, with high CO2 retention rate) Group setup to meet organization objective. Some groups represent employees’ voice or concern. 3. Supervisor’s responsibility regardingRead MoreThe Ministry Of Catholic Educations1424 Words   |  6 PagesSpirit.’ And youth ministry is one of the many ways the Catholic Church is doing this. As stated in the Occupational Outlook Handbook, recreational workers create programs that can be altered to specific age groups. Being a youth minister you encounter many different things. Like recreational workers, youth minister put together programs for both middle school and high school. The Arch Dioceses send a lesson plan of what the students should know by the end of the year. The youth ministers will thenRead MorePersonal Narrative Rough Draft : Choosing A Career Is Not An Easy Task864 Words   |  4 PagesPersonal Narrative Rough Draft Choosing a career is not an easy task. As a child, I never knew what I eventually wanted to grow up to be, but in the back of my mind I would always say a teacher because I come from a long history of teachers in my family. One of my grandpas was a high school math teacher along with coaching the football team. My aunt is an elementary school substitute teacher specializing in special needs students, while my uncle is a high school history teacher. While, my fatherRead MoreAll Children Have A Right To A Home With Loving People1353 Words   |  6 Pagesplacements. Eventually, they end up in court. Their only â€Å"crime† is that they have been victims. This is where CASA comes into the picture. What do CASA volunteers do? CASA Volunteers are Court Appointed Special Advocates for children. They are trained community volunteers appointed by judges to speak up for children in the juvenile court system. CASA Volunteers are provided at least 32 hours of initial training to prepare them to become effective advocates. Trainings include information about what abuseRead MoreInternship At Metropolitan State University Of Denver1521 Words   |  7 Pages2013). Educational programs use different terms for the practicum experience, such as clinicals, externships, internships, hands-on experience, and so forth, but these terms basically mean the same thing (Makely, 2013). Enrolled as a Health Care Management student at Metropolitan State University of Denver, one of the requirements is to complete a 150 hour internship that is related to health care management. The internship is an opportunity to apply knowledge and skills that I have acquired during

Locke and Shakespeare Free Essays

It is important to note that Locke’s â€Å"Second Treatise on Government† is fully rooted on something ideological and taking parts of it can be considered inappropriate, specially, because the circumstances Locke laid on his work varies form that of Richard II.   Knowing this, Richard II can only be analyzed with reference to some concepts found on Locke’s philosophy rather than an actual application or portrayal of such. Following the flow of Locke’s work, I will start with his concept of the â€Å"state of war. We will write a custom essay sample on Locke and Shakespeare or any similar topic only for you Order Now †Ã‚   Locke indicated that a state of war is in contrast with the natural tendency of men to preserve life.   On the other hand, there are certain factors that may threaten a person and may lead him to war or destruction, but never license him to do so.   He supposes that proper implementation of the law and punishment can prevent war. During the onset of the play, it is clear that Richard II has made an erroneous error in not being able to settle and rule a fair judgement on the dispute between Bolingbroke and Mowbray.   When there is a clear indication that law has been broken and that punishment has no basis or bearing and thus, altered, questions will arise and later bring forth war. More of this can be discussed when I go into the detail of political and civil society and the dissolution of the government later in this paper.   My point here is that Richard II’s mercy of reducing Bolingbroke’s sentence to 6 years, no matter how justified, is an act outside of the law that he, himself, should inculcate and practice.   Not to add that the trial by combat that was set for Bolingbroke and Mowbray did not take place upon the king’s discretion. I understand that at the time this play was written, the King is someone ordained by Heaven to rule and so, has the right to grant mercy, create laws, wage war, etc†¦ I believe, on the other hand, perhaps, in one way, or another, similar to Locke, that power is a gift that should never be abused and should always be used for the benefit of the â€Å"natural man.†   A state of nature has existed and can never be repelled from.   In a lawful stage, at this time, that seems very unlikely, and so it does, in Richard II, and so, the next turn of events. The next is Locke’s concept on property.   He pre-supposes that man’s right on land came from the fact that he needs it to survive and he will work to own and maintain it for himself.   Knowing that there was a lot of land for everyone, he assumes that each can be afforded an equal share and that people are not supposed to take more than needed.   He discussed that the value attributed to land, i.e. gold, silver or diamonds is nothing compared to the main purpose – survival. The application of this concept is obvious in consideration of the fact that during the time the play was written; colonization and acquisition of land, in the name of the King was like a trend.   My point in mentioning this though is that improper allocation of funds, seizure of property as well as the war to Ireland are all part of the picture that led Richard II to his tragic ending. While the priorities of the king is largely different from that of the common man, the main truth in surrendering one’s fate to the king is for reasons of survival.   Locke has discussed that a man’s title for property is his own labor.   The king however, thinks otherwise.   I think that a king believes that everything under his â€Å"kingdom† is considered his possession. In the ideal sense, this is true because knowing that the king holds the title to everything means the king has to protect, nurture and make sure that his â€Å"kingdom† is living the good life.   In Richard II’s case, it seems different.   Well, maybe, for that entire period, expanding the land and winning over governance is the main aim of the king.   The bottom line is that while the king is busy making sure he owns and rules a larger â€Å"kingdom,† the people are busy criticizing what the king should do. Moving on, Locke’s discussion on the political and civil society and the dissolution of government is the main theme of Richard II as well as of this assignment.   Locke primarily said that a government exists when people decides to resign their individual rights to the government.   He however, explicitly points out that there is no place for absolute monarchy in a civil society.   This is because having the rights of all depend on one or few people means that judgement is overseen. Knowing that the ruler is also the maker and implementer of laws mean that the ruler is not subjected to any judge – the ruler cannot judge himself, perhaps only by conscience, but seemingly, the ruler becomes above of everything he has set.   And so, such may lead to anarchy, rebellion and the disintegration of the government. The type of government alone is already a subject of discussion for if Locke doesn’t believe in monarchy, then the governance of Richard II is already considered a true government.   Perhaps that was the reason why anarchy, as Locke has discussed, took place later on. Earlier in this paper, I’ve mentioned that the king’s priorities are different from the common man.   It is important to note that even Locke agrees that the common man will not understand this.   The common man’s concern is simply his/her survival – it doesn’t matter how, where, when, as long as they have the right to land and live well, then all should be well. I think this is where Richard II failed as a king.   He understands the need for war (land), the ways (funds) and even the need for strong governance (resolving conflict and â€Å"politics†) but he did not see things in a bigger picture, he did not use Locke’s simple interpretation of things.   He didn’t listen to the needs of the people and focused only on his needs as king. The way the play has progressed revealed how all of Locke’s descriptions and/or principles come into perfect merge with the eventual ending.   As I have discussed with his principles on the state of war and of property, it is clear that Richard II has brought his fate upon himself when he acted upon his assumptions.   If he hasn’t ordered the death of the Duke of Gloucester, Henry wouldn’t have had the opportunity to accuse Mowbray with treason (diversion of funds and the Duke’s death). If he has chosen to let the law decide on the fate of both, he wouldn’t have faced the dilemma of banishment.   Perhaps it was guilt, for Henry’s accusation was true, perhaps, it was because he failed to foresee the course of evens and thought that banishing Henry will be a good-of-a-solution to keep his popularity with the commoners from increasing, or perhaps, it was simply because he was just a weak king. Locke also discussed that the dissolution of the government as a result of rebellion does not necessarily mean that the government will cease to exist.   It means that change is needed and a new governance is required.   Perhaps, this is why Richard II chose to step down without the need for violence and allowed Henry to rule.   Come to think of it, if he didn’t step down, he wouldn’t have had enough power and manpower to protect him anyway, for even his own army was easily swayed with rumor that he was dead. It is on that change of governance that Locke finished his discussion.   The play however progressed further into the tragedy it is known for – the murder of Richard II.   I think this part can be associated to Locke’s early discussion on man’s state of nature.   It is quite funny that in spite of the fact that a political and civil society (at least if we are to forego the fact that it’s a monarchy) already exists in Richard II, man’s state of nature – where he believes that he has power over someone weak and/or has the right to subject someone who has offended him – will always be part of it. And so, Sir Pierce killed Richard II, thinking it is what Henry desires, which is actually true, but in any case, has caused his banishment.   This simply proves that man – no matter what state he or she is, will always be man, just as Locke attempted to base when he discussed his theory. If you’ll come to think of it, this last scenario is not so much different with the onset of the play where Mowbray was accused of murder and was banished.   The irony of such similarity may simply mean that unless the government is changed, the process will repeat.    How to cite Locke and Shakespeare, Essay examples

Suicide and Pearl Story free essay sample

GREED, one of the most detrimental human foibles. In human mind is always greed. Some greed brings destruction and some greed brings improvement their living standard. Even though, all the people know that greedy bring more dangerous that safety, they try to commit it and they also created proverb if we want to get big fish, we have to spend more small fish. Should people greed or not? There are three things greed leads people to destruction. First, greed leads to more opponents. Because of greedy people always wanted to get the great values. When they want to get it high, the other want to get it too, thus they try to steal it. Own possessions had to protect it so everyone become their opponent. For instance, the pearl story, Kino wanted to sell his pearl 150,000 pesos, but the pearl buyer gave the great values just 1,500 pesos. Thus, Kino decided to sell it in the capital. We will write a custom essay sample on Suicide and Pearl Story or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Because of Kino greed, the people want to get the great pearl they try to steal it, nevertheless, Kino tried to protect the pearl, so he killed a man and he became a murder. Thus, he had to leave from his village. Second, greed leads to lost wealthy. Greed people want to improve their wealth; in contrast, they lost a lot of wealth for spending the way that can reach to rich man. For instance, the pearl story, because Kino want to marry in the great church, rifle and his baby get education. He had to sell the great pearl in the high price. In spite of this, Kino lost canoe which one inherit from his grandfather and also Kinos house was burned by the people wanted to get the pearl. The other example is that when economic increasing Cambodian people tried to sell the inherit lands and they continuous to buy the other lands. The profit that that they get, they try to show off and buy modern things such as houses, cars, mobile phones so on and so forth. As a result, when economic decreasing, all the things around them would become lower price. The lands that expect bring more beneficial, it turned back to become worst. The lands were no market, so they had to keep it. However, they should sell their houses, their cars, their modern things and sold their lands in lowest price because they have the bank debt that they borrowed when buy a lot of lands. At the end they lost everything because of their greed. The finally the most important point greed leads to broken family. Because of greed, more people had to far from their house and their family. If they want to bring their family to go with, the members feel fear and living in difficulty. For example, Kino had to separate from his wife and his son because trackers followed him. So he uses his tail to prevent opponent to the other way and Juana and Coyotito should be walked the other way. All of them lived fear and worried her husband. In addition, some people commit suicide because they are stressful, debt full and they lost all their wealthy. Sometimes, some people in the family were died by opponent treatment. For instance, the pearl story Coyotito was died by trackers shot him in a cave of the mountains. Some people claim that greed is not always bringing destruction, it also leads to improvement. When people greed, they had to strived all obstacle in order to their success. They had to work hard than before. Especially, when they stuck, they create more innovation to solve this problem. Furthermore, the greed people make fulfill strong feeling in order to live in the new life and prevent liar. Example, Kino want to sold the great pearl in capital because he think that the pearl buyers liar him and they want to buy in the cheapest price. In conclusion, the greedy are more disadvantages than advantages. Greed people get more destroy and also lead them to the hell. In my opinion, I think that people should limit their greed and have to see situation around them. Moreover, they should search the proof and their ability to do these things.

Navigating Professional Contexts

Children are Citizens The City of Port Phillip, an inner local government city in Melbourne Australia, has developed strategies that will challenge the traditional view of children as citizens of the state by theorising children as major actors in the society who have a valid and important understanding of the world in general and can be able to contribute to the development of the society (City of Port Phillip, 2005).Advertising We will write a custom assessment sample on Navigating Professional Contexts specifically for you for only $16.05 $11/page Learn More These strategies have been developed as a result of the little recognition children receive when it comes to voicing their opinions or getting their voices heard. Children also lack equal opportunities in the adult world in cases where they are faced with poverty, cultural diversity or disabilities (Smith et al, 2008). The development of the strategies will ensure that the City of Port Phillip has a theoretical and practical framework that will be used to create awareness to the adult community in the city that children should be regarded as citizens who deserve equal opportunities and also to be listened to. The strategies will be used to develop a children’s plan that will reflect on issues such as embedding the concept of children as citizens in the constitution, developing policies and frameworks that will be used to support children’s activities in civic duties within the city and structures of citizenship that will represent the needs of children in Port Phillip (City of Port Phillip, 2009). The decision to include children as citizens of the state arose out of a gap in the Municipal Early Years Plan (MEYP) that did not involve children in its formulation stage. The MEYP was an initiative by the State Government of Victoria which required all councils in Australia to develop a plan for children that would be used in developing strategies that would coordi nate the educational, health care and early childhood development activities of children living in Australia. The City of Port Phillip recognised this gap and decided that a broader approach was needed in dealing with aspects that affected children and promoted new ways of thinking about children’s opportunities in the adult world.Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The new way of thinking challenged the State of Victoria’s policies on service delivery to children by proposing that their rights and interests should be considered before any strategic frameworks are developed (City of Port Phillip, 2009). MEYP did not involve any consultation or input from children during the formulation stages of the plan which would create certain gaps when the plan would be used for early childhood development programs and healthcare delivery services for young children (Smith Smale, 2007). The various councils involved in the MEYP plan realised that they did not have the relevant skills and knowledge to develop strategies that are meant for children. The City of Port Phillip took the initiative to consult with children when developing the municipal plan especially during the implementation phase by analysing their ideas and opinions (City of Port Phillip, 2009). To develop a plan that had the incorporation of children’s ideas, the council of Port Phillip analysed the ideas that council staff and community members had about children being viewed as citizens. Most of the staff interviewed were those who had a direct or indirect interaction with children in the community. Their opinions about children were based on the images they had on children and how these images affected their day to day duties. The three images that the council staff and community members had of children were that adults viewed children as objects that could be developed and construc ted by developing policies and procedures to be used in their developmental activities. The other image was that children were seen to be apprentices who could be developed and educated to become future citizens instead of current day citizens. Policies and procedures were developed towards gearing children to become future citizens. These policies were formulated by adults based on their observations on children. The third image about children was that they were viewed as social actors as well as citizens who had valid knowledge about their surrounding community and the world in general. This image represented the fact that children were present day active citizens who were allowed to participate in decision making activities (Smith et al, 2008).Advertising We will write a custom assessment sample on Navigating Professional Contexts specifically for you for only $16.05 $11/page Learn More The assessment carried out by the City of Port Phillip showed th at children were able to express their views and opinions on matters that affected them when they were given an opportunity to do so; there were hierarchies for citizenship that included children in the society. There was a need for members of the community to view children as citizens who deserved equal opportunities and rights. People who worked in organizations or communities that mostly dealt with children were required to view them as equal opportunity members while they carried out their work. There was also a need to develop a culture that would ensure the participation of children in community developmental activities (Smith et al, 2008). The strategies that were developed by the City of Port Phillip that would be used in recognising children as citizens included championing the cause with influence by involving people in authoritative positions such as politicians, members of parliament and councillors. The endorsement of children to be viewed as citizens by these people in authoritative positions would ensure that community members would also see the benefits of having children as equal opportunity members of the society. These authoritative figures also had access to state and government funds that could be channelled to awareness activities of viewing children as citizens. The other strategy developed by the council of Port Phillip was to assess the educational opportunities on offer in the city and what the contents of the education system were. This entailed conducting a critical reflection process on the council member’s image of children which required that they should identify and support responsibilities that were targeted towards ensuring children were involved in decision making activities (City of Port Phillips, 2009). The other strategy involved developing protocols that would see children’s views and opinions being used in community development activities. Children’s views and consent would be used in developing prog rams and theoretical frameworks that would not only affect them but the adults in the society as well.Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Developing these protocols would involve designing tools that would be used in consulting with children in policy and procedure formulation processes. Some of the tools that have been used by the City of Port Phillip include individual interviews where children are interviewed by adults and also by other children, group discussions, and artistic work such as drawing, photographs, painting and videography (City of Port Phillip, 2009). The City of Port Phillip is focused on developing a children’s plan that will incorporate the views of all the children in the city. According to statistics, the past four years have seen more than 400 children who are aged between 0 to 12 years contributing their ideas and opinions on ways of improving the living and learning conditions of Port Phillip. As a result, the information will be used by the local council authorities to develop a MEYP plan that will incorporate the views and needs of children in relation to policy formulation and proce dures (City of Port Phillip, 2009). Children deserve a challenging and safe learning environment The Government of Australia has developed an early learning framework for children in Australia that will be used by child educators to enrich their lives by providing education that prepares them for adult life. The framework is also meant to provide a smooth transition for the children during the various stages of their educational life. The framework is based on the vision that all children have the right to access the best opportunities that will enable them to start their lives on a good note and create a good future for themselves. The framework was developed after gathering input from various sectors such as the early childhood educators, children in early educational programs and the state, territorial governments of Australia (Commonwealth of Australia, 2009). The early childhood framework was developed to ensure that children received quality education and learning experiences that would develop them in the later stages of their lives. The framework outlines learning outcomes that will be used to gauge the skills, knowledge and abilities that children should have once they have complete the educational programs. The learning outcomes that have been outlined include teaching children to have a strong sense of identity and wellbeing, educating children to be connected to the world by equipping them with skills they can use in contributing to the development activities in their communities, and teaching children to be confident and effective communicators (Commonwealth of Australia, 2009). The type of learning that will take place in relation to the outcomes will be influenced by the children’s capabilities and learning preferences, the techniques that the educator uses to teach the children, the learning environment and the integration of the learning practices with learning outcomes. The framework recognises the fact that learning is a continuous pr ocess that is not always predictable and certain.Each child progresses towards the learning outcomes in their own specific way and educators are expected to design their learning programs to meet each child’s specific needs (COA, 2009). The learning outcome that requires children to have a strong sense of identity involves teaching them to be themselves and developing their confidence levels. While they learn about themselves, children build their own identities based on the social settings of the community and their families. Their identities are also based on the types of relationships they have with family members and people that live in their surroundings. Developing a strong sense of identity will involve providing a learning environment that is safe and challenging. Children learn and grow more quickly when they are in a safe and secure environment (COA, 2009). A safe learning environment will ensure that children are able to build secure relationships with their peers, family members, educators and their community members. Safe and secure learning environments will also ensure that they have a sense of belonging in the learning environment as well as enable them to communicate their needs and demands to the people concerned. Safe learning environments allow children to express their feelings and ideas freely without any fear of being reprimanded. Children can also be able to initiate conversations with other people as well as respond to the suggestions offered by other people (HM Government, 2005). The early years learning framework also outlines that children deserve to have a learning environment that is challenging and allows them to develop interdependency skills as well as a sense of resiliency in their lives. A learning environment that is challenging allows children to have an increasing awareness to the needs of their peers as well as allow them to be open to any challenges that might arise while they are learning. Learning programs that are challenging allow children to develop persistency and critical thinking to their learning tasks as well as ensure they have confidence when approaching new and difficult situations (COA, 2009). The educational program should be designed in a way that ensures children are inspired and challenged after completing the learning program. Children who are exposed to a culture of reading and studying only without experiencing any extra curriculum activities such as music, sports and social activities are more likely to develop a negative attitude towards learning. Children should therefore be challenged academically to ensure they are inspired to perform learning tasks to the best of their abilities (Association for Supervision and Curriculum Development, 2010). Children are capable learners whose perspectives should be listened to, respected and integrated into the learning environment This statement is exemplified under the learning outcome of developing a strong sense of identity in the Early Years Learning Framework developed for the educational sector in Australia (Commonwealth of Australia, 2009). Children who are capable learners have a broad variety of ideas, opinions and perspectives on different learning activities. They deserve to have an opportunity to have these perspectives listened to and respected for their value. For children to be viewed as capable learners they should feel recognised and respected for who they are by educators, their peers, their family members and the society. They are also able to share aspects of their upbringing, cultural backgrounds and religion with their friends during the learning process. Integrating children’s perspectives into the learning environment will ensure that they are able to develop a strong foundation in the family setting and also the community setting as well as enable them to reach out for assistance and companionship (State of Victoria, 2009). Enacting the Value Statements into Practice It is im portant to view children as important contributors to the society by ensuring that their voices and opinions are heard when it comes to developing programs that will benefit them in the long term. Children should therefore be accorded citizenship in their respectable communities or societies a fete that can be achieved by incorporating their ideas into educational programs and developing strategies that will ensure they are involved in the formulation of governmental policies and procedures (UNCRC, 2006). Creating a safe and challenging environment for learning will allow children to develop confidence skills and capabilities that will mould them into leadership positions. Having their perspectives and opinions listened to will also ensure that they can become leaders at the later stages of their life. This can be achieved by creating educational programs that have social learning activities which will allow children to demonstrate their leadership abilities and skills like the Mast er in School Leadership (MSL) program developed for all educational schools in Victoria. The program builds a child’s capacity for leadership opportunities within the school and also in the outside world (Matthews et al, 2007). References Association for Supervision and Curriculum, Development (ASCD) (2010). Educating the whole child: the new learning compact. Web. City of Port Phillip (2005). Municipal Early Years Plan- creating a child friendly Port  Phillip: a framework for action and three year implementation plan 2005-2009. Web. City of Port Phillip (2009). Children’s participation in urban settings: respecting children  as active citizens. Melbourne: City of Port Phillip. Commonwealth of Australia (COA) (2009). The early years learning framework for  Australia. Australian Government: Department of Education, Employment and Workplace Relations for the Council of Australian Governments. HM Government (2005).Working together to safeguard children: a guide to i nter-agency  working to safeguard and promote the welfare of children. Web. Matthews, P., Moorman, H., Nusche, D., (2007). School leadership development  strategies: building leadership capacity in Victoria, Australia. Victoria: OECD, Directorate for Education. Smith, K., MacNaughton, G., Alexander, K., (2008). Respecting children as active  citizens: participation in policies and services. Melbourne: University of Melbourne. Web. Smith, K., Smale, J., (2007). Listening to children: local government respecting  children’s rights to citizenship. Brussels: Diversity in Early Childhood Education and Training (DECET). State of Victoria (2009). Victorian early years learning and development framework: for  all children from birth to eight years. Victoria, Australia: Department of Education and Early Childhood Development. United Nations Committee on the Rights of the child (UNCRC) (2006). A guide to  general comment 7: implementing child rights in early childhood. T he Hague: Bernard van Leer Foundation. 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