Understand Child and Young Peoples Development

3. 1/3. 1 Explain how to monitor children and young people’s development using different methods: Monitoring children and young people’s development using different methods such as an observation, where I would watch the child closely in different contexts depending on which area I was observing e. g. social development I would observe outside in the play area or in group activity. I would write up notes of what the child is doing, how they are interacting with others, their capability within the pre-school and then from this I would be able to tell their ability within the age range and if help was needed I would then put in a referral or organise a development plan. Communicating with the parent/career is also a great way of learning about the child as they may do things at home which they may not be confident in doing in the pre-school. All records and feedback found/used would be shared with the parent/career about the findings if any. Always remembering, to take into account their culture/EAL, and any issues with these. 3. 1/3. 2 Explain the reasons why children and young people’s development may not follow the expected pattern: There are many reasons that a child/person may not follow their expected development pattern – Emotional/social: They may not have the confidence, may prefer their own company which means their personal space is very important to them. Who and where they are socialising. Physical/mental abuse: If a child witnesses or experiences this, it could affect their how they value/control their own emotional feelings. Culture: There are many things they can and can’t do due to culture beliefs, poverty, not enough money, poor health, lack of resources or facilities or just lack of UTW. Disability: If they are unable to use certain parts of their body. Not having the facilities/resources available to them. Environment: If they do not associate or live around in a multi culture area they might not understand their environmental needs. 3. 1/3. 3 Explain how disability may affect development: If a child has a physical development they may not develop in their gross motor skills as quick as others. They may have a lack in motivation in participating which will impact on their development as they will not pay attention. If they do not have the correct resources/equipment then they will not develop as they will not have the help which may be required. They may be subject to discrimination or prejudice for this they may be treated different from the other children. They may not have the ability to learn, communicate or understand. There are many different types of learning disabilities from small to large problems that may affect their whole life.

Economic freedom Essay

Does economic freedom help explain why the standard of living improves in some countries and declines in others? First of all we have to understand, what economic freedom is? Economic freedom according to William W. Beach and Tim Kane, PhD. â€Å" Economic freedom is that part of freedom that is concerned with the material autonomy of the individual in relation to the state and other organized groups. An individual is economically free who can fully control his or her labor and property.† (Taken from 2007 Index of economic freedom chapter no.3 by William W. Beach and Tim Kane, PhD). Or in simple words we can also say that everybody in his or her own country is said to be economically free, if their respective government protects their rights in every possible way and without any constraint. i.e. if an individual wants to learn anything, to do any kind of business or wants a job, then, he or she has a right to do that, while it is the responsibility of the government to make it convenient and possible for them. The first study of economic freedom was published in the year 1995, and it was improved over the years. There are about ten different types of economic freedoms, which are known as index of economic freedoms. The main purpose of defining these freedoms is to rank the countries in order to pave the way for foreign investment. Following is the list of ten economic freedoms: (taken from 2007 Index of economic freedom from chapter no.3 by William W Beach and Tim Kane, PhD). 1) Business freedom: To check the status of starting, operating and closing any business in how much time. 2) Trade freedom: To check the barriers and constraints in tariffs, import and export in the country. 3) Monetary freedom: To check the measure of price stability and how governments are controlling the prices, inflation etc. 4) Freedom from government: To check either state is providing public goods with minimum expenditure or not. 5) Fiscal freedom: To check the burden on the government with respect to revenue side. 6) Property rights: To check whether the public have keeping the private property rights, defined and secured by the laws, and are clearly defined by the government. 7) Investment freedom: To check whether the government deserves to have the foreign investment or not. 8) Financial freedom: To check the operation of financial institutions i.e. banking systems; are they out of government control or not. 9) Freedom from corruption: To check the status of corruption in the society, i.e. in the business system, judiciary, and administrative system in the country. 10) Labor freedom: To check the status of growth of labor and business either they are working without government interruption or not. (Taken from 2007 index of economic freedom from chapter no.3 by William W Beach and Tim Kane, PhD). Each one of the ten freedoms is measured on a 0-100 percent scale, 100 as the maximum freedom while 0 is the least or minimum freedom. The study of economic freedom was conducted on about 157 countries of the world. To show how it works, I choose two countries that are North Korea and South Korea. North Korea has a communist form of government and is ranked at no.157 in the index of 157 countries, its economy is 3% free. It has exports of $1.3 billion, it exports: minerals, metallurgical products, manufacturing (including armaments), textiles, fishery products etc. and imports of   $2.3 billion, it imports: petroleum, coking coal, machinery and equipment, textile grains etc. In communist form of government every asset in the country belongs to the state, therefore there is no business freedom i.e. 0 % (in 0-100 % scale) in N. Korea. Also government controls all the imports and exports so trade freedom i.e. 0 % is also nil. No data on income or corporate taxes is available so fiscal freedom i.e. 0 % is also zeroed. Also government owns all the property including businesses therefore freedom from government i.e. 0% is also nil. No publicly record of inflation data therefore monetary freedom i.e. 0% is also zero. Also no private financial sector, therefore financial freedom i.e. 0% is also nil. Wages and incentives are also controlled by government therefore labor freedom i.e. 0% is also nil, also corruption is heavily present in the country so corruption freedom i.e. 10% is also negligible, but there is some investment freedom i.e. 10%, after the opening of foreign investment zone in the far remote area of rajin sonberg where basic facilities are also not provided till date. The government does not cover property rights i.e. 10%, so they are also negligible.   (Taken from 2007 index of economic freedom from chapter no.5). While South Korea has democratic form of government and it is ranked at no.36 out of 157 in the index of economic freedom, and its economy is 68.6% free. S. Korea has export of $299.2 billion, it exports: semi conductors, wireless telecommunication, equipment, motor vehicles, computers, steel, ships and petrochemicals etc. It has imports of $269.8 billion, it imports: machinery, electronics, electronic equipment, oil, steel, transport, organic chemicals and plastics etc. As South Korea has democratic form of government, in that form, the government tries every possible effort to please its citizens, therefore starting, operating and closing the business in that country is relatively easy, there is a lot of business freedom i.e. 83.1% present in the country. S. Korea as compared to N. Korea has good trade freedom i.e. 64.2% present but there are some restrictions in its some activities like import, non-transparent regulations and standards etc. S. Korea has high income tax rate of about 38.5% and relatively low corporate tax of about 27.5%, so we can say that it has a good fiscal freedom i.e. 0-100 bracket it has about 81% free. After the foreign investment promotion act of Nov 1998 the government opens the doors to foreign investment in almost every sector except media, electric power and some agricultural sectors, and also residents and non residents can now holds foreign exchange accounts, so there is a lot of investment freedom i.e. about 70% free. The private property right i.e. 70% is secure by the government; corruption i.e. 50% is present at some extent in the country. The labor i.e. 57.7% market is working under restrictive employment regulations due to which employment and production growth rate is very low. Government interference in private sector is negligible, so freedom from government is 81.5%. The government regulates the prices in some sectors like agriculture, telecommunication and other utilities, which monetary freedom 79%, the government in retained some ownerships, second largest domestic bank is under them, which makes the financial freedom about 50% free. (Taken from 2007 index of economic freedom from chapter no.5).   In short economic freedom in South Korea is much superficial than North Korea, and it is mainly due to democratic and communism forms of governments, democratic people are enjoying the fruits of freedom while others do not.

Meditation Assignment Example | Topics and Well Written Essays - 1250 words

Meditation - Assignment Example 1). Meditation has been studied by various practitioners and has been determined to contribute to the well-being of an individual and in the relief of medical illness or stress. As Baime averred, â€Å"meditation cultivates an emotional stability that allows the meditator to experience intense emotions fully while simultaneously maintaining perspective on them" (Medical Dictionary, par. 2). Further, there have been specific illnesses and disorders that were validated to be cured, relieved or prevented by regular meditation, to wit: â€Å"meditation is considered to be one of the better therapies for panic disorder, generalized anxiety disorder, substance dependence and abuse, ulcers, colitis, chronic pain, psoriasis, and dysthymic disorder. It is considered to be a valuable adjunctive therapy for moderate hypertension (high blood pressure), prevention of cardiac arrest (heart attack), prevention of atherosclerosis (hardening of arteries), arthritis (including fibromyalgia), cancer, insomnia, migraine, and prevention of stroke. Meditation may also be a valuable complementary therapy for allergies and asthma because of the role stress plays in these conditions. Meditative practices have been reported to improve function or reduce symptoms in patients with some neurological disorders as well. These include people with Parkinson's disease, people who experience fatigue with multiple sclerosis, and people with epilepsy who are resistant to standard treatment† (Medical Dictionary, par. 2). Categories of Meditation According to Scott (2009), the two categories of meditation are concentrative and non-concentrative. For the concentrative category, the meditator focuses on an object outside the body, such as a flickering flame of the candle or a musical background. On the other hand, the non-concentrative category was indicated to have a wider or broader focus from the individual’s external environment (sounds), or one’s own breathing and inner stat e of the physical body (Scott, par. 6). McNeely, presented two meditation techniqu

Course work-essay Essay Example | Topics and Well Written Essays - 750 words - 1

Course work- - Essay Example The stability of the global market destabilised to an extent that the economy of the rest of the world, including Thailand, Indonesia, Philippines and South Korea went into economic meltdown. This was so severe that it called for the intervention of the humanitarian groups, like Jubilee 2000, who advocated for the cancellation of the debts owed by the poorest countries. The Central bank decided to chip in and try to resolve the situation therein. They worked for 24hours just to see thing go back in order. Hazel introduces John Perkins, who is an economist and the author of â€Å"Confessions of an Economic Hit Man†, to discuss the history of economic theory and his involvement in the manipulation of the financial organisations like the world bank and the International Monetary fund (IMF). Perkins says that during the past decades when ‘hot money’ was in circulation, he was actually seduced into luring the poor countries who had huge debts into further debts. This was purposed so that these countries would hold to the government policies of the United States. For instance, Indonesia became a victim when the United States loaned it billion of dollars, which was later taken by the US in the name of building for them projects back in the US. They continued paying back the loan with the huge interests until they could no more. This left Indonesia with a huge debt that they would never repay logically thus holding on to the US government. Therefore, this gave the US a ch ance to manipulate the Indonesians by fetching resources their country such as oil. Finally, Perkins confesses that whatever he was asked to do was technically politics and not assisting the poor countries to get out from their poverty. I think this was an unfair way of trying to control the entire world. The US government went overboard in trying to exercise their super-power

Bureacracy and Democracy Essay Example | Topics and Well Written Essays - 1500 words

Bureacracy and Democracy - Essay Example The goal is to establish a decision that is either rational or efficient in attaining the desirable goal. The goal revolves around ensuring the organization survives and the self –interests of an individual. This Theory is neo classical in nature .It connects politics and microeconomics by looking at the complaints of individuals like public servants, and citizens as similar to what self interested producers and consumers do. This theory can be traced back to the times of Adam Smith .He reasoned that when people act on self interest they may end up engaging in acts that ultimately benefit the whole society .Taking an example of a business man seeking to enrich himself. He have to make good Quality goods that are cheaper than competitors so as to increase sales and maximize revenue. In turn the society benefits from cheaper goods of better quality. From this we see that common benefit and social order are obtainable from market mechanism as opposed to the government being stron g and centralized .The elements of the market being unregulated to some degree, participants having self interest and the producers being competitive constitute the aspects of this theory. For rational choice, the drive is self interest .It influences our actions and also decisions. From this we can develop the notion of how market for goods that are public operate .People will purchase services and also goods that they prefer. Producers in this scenario are competitive, having self interests tied to responding to the demands of the consumer .We need to examine how this theory relates to authority. It goes against the public administration theory stating the people (authority eg government) are responsible for public service provision and how they should work towards it .This role becomes a function of the market forces of demand and supply and how the interact in the market. Rational choice impacts public administration in two ways. a) It has an impact on organizational behavior an d serves to explain Bureaucratical behaviors as put forth by Max Weber (Weber & Andreski, 2009). b) How public services are delivered. It encourages reforms in the public sector c) It pushes rationality in choice as the new way as opposed to Max Weber s theories on decision making (He encouraged bureaucracy) It is worth noting that rational decision making is also viewed as a normative approach to decision making 2) The simple decision making Theory This is the second theory on decision making. It explains on how decisions are actually made. It is also referred to as the descriptive approach to decision making. .To understand this we look at examples of institutions and how they are managed, Policy makers and administrators of public institutions fail to utilize scientifically obtained knowledge .Their reason at times science demands the problems to be put into fragments .This fragmentation makes it difficult to obtain quick insight into the problem .Knowledge for rational decision is not perfect as argued by scientists. Another key aspect of decisions made under this theory is that their very nature call for the authority to reach a decision .The public willingly takes the consequences resulting from them .In cases like this it becomes paramount for citizens to understand that their interests are at heart Question 2 According to Kirlin, there are seven major questions that by addressing them we get an insight into public

Gender Inequality in the British National Curriculum Essay

Gender Inequality in the British National Curriculum - Essay Example Key stage tests have been brought about by the British national curriculum whereby pupils are usually assessed at various stages throughout their education. This National Curriculum was introduced in England, Wales and Northern Ireland to be used national wide by primary and secondary state school following an Education Reform Act 1988. The main aim of the National Curriculum was to ensure that all pupils cover certain basic materials and later on entire teaching time was covered as the curriculum grew in majority of state schools. There have been debates amongst educators about gender-related issues throughout the 20th century. This refers to the cultural classification of people as ‘masculine’ or ‘feminine’. Societies set down cultural expectations for males and females and people are encouraged to think, feel and act in manner ‘appropriate’ to their sex. It is argued that although boys get much more attention from teachers, â€Å"it is not s imply because they are boys, it is partly because of the way both boys and girls behave and this behaviour is shaped by the wider society,†. The most determined action taken within the school cannot effectively counter the influence of peer groups, magazines, television and family. Even if teachers get rid of their sexist attitudes everything would not necessarily be fair and both boys and girls would be treated equally, but classroom action is a two-way process, it is not simply teacher led. French argued that pupils bring in their own behavior patterns to the classroom.... Key stage 1 This stage includes children between the ages of 5-7 years. The key stage is the legal term for the two years of schooling in England and Wales known as year 1 and 2. The students in this stage follow 12 areas of education programme. In year 2 at the age of 7 years, the pupils are assessed with a test known as SAT's that covers English, Science and Mathematics. The subjects this stage is suppos ed to cover include: English Mathematics Science Information and Communication Technology Design Technology History Geography Modern Foreign Language Art and Design Music Physical Education Religious Education (Education Act. 2002, 2002) Key stage 2 This stage includes children between the ages of 7-11 years. The key stage is the legal term for the four years of schooling in England and Wales known as Year 3, Year 4, Year 5 and Year 6. In this stage, covers pupils during junior schools although in some cases part of this stage fall in a middle while the other part falls through primary school. In this stage, the pupils follow the same areas programme of education just like of key stage 1. In Year 6 at the age of 11 years, the pupils are tested as part of the national programme of national curriculum tests known as SAT's. These tests covers English, Mathematics and Science and the tests are externally marked and the results published in DFES performance table. (Education Act. 2002, 2 002) Key stage 3 This includes children between the ages 11-14 years. The key stage is the legal term for the three years of schooling in England and Wales known as Year 7, Year 8 and Year 9. The stage covers pupils during the first three years of secondary education although in some

Affirmative action and Diversity policies Assignment

Affirmative action and Diversity policies - Assignment Example Cultural diversity is a notion that acknowledges the existence of differences between people of different cultures and suggests that the treatment of these people with inclusivity. Cultural diversity is a framework of social justice and a facilitator in the acquisition of knowledge, attitudes and skills that are pivotal for societal harmony. It does not only acknowledge race and ethnicity as cultural groups, but also sexual orientation, skills and handicaps, class, gender, national origin, age and even the geographic origin. It goes further to welcome the contributions of one culture, as well as those of others for positive social development.Response to Question 2The reason why diversity is encouraged in the student body rests upon various goals of advocacy for cultural diversity. One of the objectives of cultural diversity is to promote harmony and inclusivity. These are assured by the fact that all the cultural groups will feel they are treated fairly. Thus, they will also feel in cluded in the system. Another goal of cultural diversity is that every culture has certain unique strengths, as well as weaknesses that it cannot effectively address certain societal issues independently. Thus, other cultures are needed to bridge the gaps (Kollehlon and Eule, 2003). In the essence, what one culture lacks is compensated by the strength of the other. Response to Question 3In the context of business and education, the value of diversity is can still be explained based on the objectives of cultural diversity.... In the essence, what one culture lacks is compensated by the strength of the other. Response to Question 3 In the context of business and education, the value of diversity is can still be explained based on the objectives of cultural diversity. As earlier mentioned, one of the goals is that cultural diversity fosters harmony and inclusivity. These are assured by the fact that all the cultural groups will feel they are treated fairly (Sowell, 2004). Thus, they will also feel included in the education system, as well as businesses. In this regard, cultural diversity is a depiction of social responsibility, as well as ethics. Another goal of cultural diversity is that every culture has certain unique strengths, as well as weaknesses that it cannot effectively address certain societal issues independently. Thus, other cultures are needed to bridge the gaps. What one culture lacks is compensated by the strength of the other. Different cultures have different ideas and skills that could be integrated to enable institutions and businesses reach great heights of success such as through innovativeness. Response to Question 4 Affirmative action is aimed at addressing various disparities, including those that touch on social differences, economic development and political representation, with respect to various cultural groups. The disparities have various dimensions such as education achievements and social equality. In some cases, affirmative action can be simple considered to address various elements that are attributed as the legacies of past racism and colonial injustices (Kollehlon Eule, 2003). Response to 4A It is worth noting that affirmative action is founded on the notion that economic, political and social systems are not adequately fair and