Understand Child and Young Persons Develpment

Understand Child and Young Person Development. Core 3. 1 1. 1 The term â€Å"Sequence† of child development refers to the how we expect a child to develop from the day it was born to the age of 19. Child Development is the biological, physiological and all the emotional changes that happen during these formative years as the child goes from dependency to autonomy. These changes could be hugely influenced by genetics, events that occur whilst in the womb and during prenatal development and are usually included in most studies of child development.Developmental changes are different. They occur as a result of a genetically controlled process called maturation or as a result of environmental factors and learning (home life and school for example) but these changes most commonly happen as a result of a combination of them both. It can also be a result of â€Å"human nature† which is the ability of the growing child to in fact learn from their environment. Human beings and e specially children have a keen sense to adapt to their surroundings and this is what child development covers and includes.A child’s development is continually happening and can be measured in many different ways and although the child will develop at different rates and in different ways, the sequence in which this happens will follow the same sort of pattern . This is because in most examples they need to learn one skill before they can move onto the next. An example is walking. The child will need to learn to walk before they can run or jump etc. Development in children is more rapid in the early stages with many milestones happening in quick succession.This slows down as the child becomes a young adult with the milestones becoming further apart. (Cache children and young people’s workforce p49) The table below looks more closely at the aspects of child development. THE DEVELOPMENTAL STAGES CHART Age| Intellectual| Social / Emotional| Language| Gross motor| Fine Mot or| Infant – Birth to one year| Uses hands and mouth to learn| Forms a bond with parents, will begin to recognise faces and smiles, at about 6months will recognise parents and be fearful of strangers. | Starts being ocal and using terms such as â€Å"mammy and daddy†| Lifts head first then chest, rolls over, pulls to sit, crawls and stands alone| Reaches for objects and picks up small items, clutches onto toys, e. g. Rattle | Toddler 1-2 years| Begins to learn words for objects and people| Learns that self and parent(s) are different or separate from each other, imitates and performs tasks, indicates needs or wants without crying| Can follow simple instructions and say more words than just â€Å"mammy and daddy†| Can walk, stop, jump and throw things like a ball. Unbuttons clothes, builds tower of 4 cubes, scribbles, uses spoon, picks up very small object| Preschool2-5 years| Understands things such as tired, hungry and cold, recognises colours, becomes aware of numbers and letters| Begins to separate easily from parent(s), dresses with assistance, washes and dries hands, plays interactive games like tag. follows directions, can make simple sentences of two or three words, vocabulary increases Names pictures| Runs well, hops, pedals tricycle, balances on one foot| Buttons Clothes, builds tower of 8 cubes, copies simple figures or letters| School age 5-12 years| Develops understanding of numeracy and literacy concepts, learns relationship between objects and feelings, acquires knowledge and understanding| Acts independently, but is emotionally close to parent(s) dresses without help, join same sex play groups and clubs| Defines words, know and describes what things are made of, vocabulary increases| Skips, balances on one foot for 10 seconds, overestimates physical abilities| Draws person with 6 parts, copies detailed figures and objects| 12-18 years| Understands abstract concepts like illness and death, develops understanding of complex id eas| Experiences rapidly changing moods and behaviour, interested in peer group almost exclusively, distances from parent(s) emotionally, concerned with body image, likely to have first sexual relationship| Uses increased vocabulary, understands more abstract concepts like grief| May appear awkward and clumsy while learning to deal with rapid increases in size due to growth spurts| Fully developed| 18 +years| Continues to develop the ability to make good decisions and to understand the complexity of human relationships| Becomes independent form parent(s), own lifestyle, and career, social and economic changes, develop interests, chooses a partner, becomes a parent. | Continues to develop knowledge and vocabulary of different styles of language used| Fully developed| Fully developed| (Cache Children and young people’s workforce p51-66) 1. 2Child development is the term used to describe how the child will grow through a progression of developmental milestones. All children are believed to follow the same sequence of growth (the child will crawl, then stand, then walk for example) this is called the normative pattern. What we need to know is that not all children follow this pattern and for example some children will miss out stages altogether. One example of this is blind children and some children may decide to bottom shuffle and not bother with the â€Å"crawling phase†. The traditional approach to monitoring this is to use this normative measure which as I have mentioned already is the milestones in which we measure our child’s development.These actually only show what most children can do and in reality many factors such as genetic, cultural and social factors will all have an effect on the child’s development and it is important we take this into account before labelling children â€Å"advanced or backward. † The sequence of development refers to the stages of which a child develops; the rate of development is how fast the child is expected to achieve these developmental milestones. It is important to realise that the normative measurements can only indicate general trends and cannot be taken as â€Å"normal† . It is very important to realise that while the sequence of development may be somewhat the same in most children, the rate or speed in which the child develops can vary in many ways.Things that have a massive effect on the rate of a child’s development can include environment (home life) culture (religious beliefs), ability, the amount of stimulation a child receives and input (from parents for example). It is important to understand the difference between the rate and the sequence of a child’s development as this will equip you with the knowledge you need in order to plan effectively with your child and will help you identify any concerns which you may have within the developmental process. (Cache Children and young people’s workforce) 2. 1-2. 2 A child’s gr owth and development can be affected by many factors, with some having more of an affect than others.They can be split into two categories which I will go into more depth later. These are Personal factors (such as genetics and health related issues) and External factors (such as poverty, family life, personal choice and social interaction. ) Below is a diagram illustrating things which can affect a child’s development? Disability or special needs. Inherited (downs) or chronic (Autism) Disability or special needs. Inherited (downs) or chronic (Autism) Finances (living in poverty) Finances (living in poverty) Education (home schooled, private or state) Education (home schooled, private or state) Cultural background (Religion or beliefs) Cultural background (Religion or beliefs)Health status, Antenatal issues (smoking, drinking, drugs) Health status, Antenatal issues (smoking, drinking, drugs) Social class (lower, working, upper) Social class (lower, working, upper) Genetics, Bi rth problems Genetics, Birth problems Family Environment and background (loving or divorced parents) Family Environment and background (loving or divorced parents) Gender Gender Interpersonal Relationships Interpersonal Relationships Personal Factors influencing development. Genetic Influences Many studies believe it is both our environment and our genetics which will mould us into the person we ultimately become. Our chromosomes are where we find our genes.Parents pass these onto their children via their cells (the sperm and the egg). Alleles are different versions of the same gene and it’s this which can determine distinctive features such as eye colour, but also it is this which could lead to the inheritance of disorders such as cystic fibrosis. A baby’s development is also affected during pregnancy(before the birth) ,at the time of the birth and after the birth. Examples include a woman not knowing she is pregnant in the early stages and carrying on with all her ba d habits (drinking, smoking, drug taking and diet. ) It’s at these crucial first 12 weeks in the uterus when all the essential organs are being formed. This is called the antenatal period.A child being born before term (37 weeks) and therefore is born prematurely may need intensive care and this could affect development. Health Status A child’s health status can have a great effect on how it develops. This is determined by genetic inheritance but can also be affected by factors such as diet, environment, and what health care they receive. Some children are born with conditions which affect their development (these include Down syndrome, cystic fibrosis and heart defects). Other illnesses which may develop over time( including asthma and diabetes) will also have an effect on the child’s development if for example they have frequent visits to the hospital and miss school or their activaties are restricted because of their condition.External Factors Influencing Dev elopment. Poverty This is the single biggest thing that threatens the healthy development of children and young people in Great Britain and can have an effect on all areas of a child’s development (Physical, Intellectual, Language, Emotional, Social, and Spiritual. ) This threat is part of the â€Å"cycle of deprivation† where poorer families will tend to live in poorer housing; they may also have a poor diet which will not provide all the right vitamins and minerals which will affect the child’s immune system which will have a knock on affect to the increased susceptibility to infectious diseases. Other things which are linked to poverty are:Accidents and illness: Children from poorer backgrounds are four times more likely to have an accident than those from higher up the social ladder. Quality of life: many children from lower classes have none or little toys, meals and clothes Poor diet: As I mentioned above a poor diet comes hand in hand with low income fami lies as they more times than not have to buy the cheaper brands or processed convenience foods. Space to live and play: poorer children are more likely to be limited in their play space as the housing which they live will is more likely to be small and substandard. Growth: Poorer children are more likely to be smaller at birth and shorter in height. Education: Children from the lower classes are more likely to have poor attendance and less likely to do well.Long Term Effects: As adults they are more likely to be homeless, be unemployed, and become involved in drug abuse, offending or be in abusive relationships. Social Interaction There is a lot of research to show that social isolation or a lack or opportunity’s to socialise ( playgroup, family members, mother and baby groups, toddler groups) can lead to early child development issues such as speech problems , the inability to share or in fact the ability to socialise with people in a civilised manner. The social environment in which a child is raised can have a dramatic effect on their development. An example of this would be a child who has had no contact with neighbours, family members or classmates.Family Environment and background The situation at home will have a huge effect on a young person or child’s development. A child may seem physically healthy but if they are unhappy and are not enjoying their time at home this is will most definitely be affecting their development. Things a child needs include: Love and affection: A child needs unconditional love and affection from their primary carers whoever this may be (Parents, Grandparents, Foster Parents etc. ) A child needs to feel safe and secure. Stimulation: a child needs the right amount of stimulation for healthy growth and development. Too little or too much will result in unhealthy developmentOpportunities to play: It is common sense that all children need to play to develop, then on from that, young people need to be given the oppor tunity to socialise and have leisure opportunity’s (such as learning an instrument or joining a sports club). A child’s social and emotional development is majorly influenced by the foundations which the family unit creates. Most parents will provide a nurturing unconditional loving family environment where their child will embrace and flourish within it. There are some carers or parents who, for a lot of different reasons will not provide this nurturing platform which all children need. Examples of this include carers with mental health issues, drug misuse, marital conflict and violent behaviour.Theories Regarding Child Development. Theories of child development can be said to be a set of principles that are designed to explain or predict some things. There have been many theories over the years by many scientists and psychologists and they have come up with a multitude of different perspectives as to why a child will do certain things within their development. Theori es not only provide an extended outline of understanding, they also allow educated guesses or hypotheses about some parts of a Childs development that are not clearly understood yet. These theories can provide a bounce board for other research but they also have some practical benefits.They can be useful (if you are a parent, teacher, therapist or carer) as a reference point when you need to make important decisions within the Childs lives and a well-founded theory can provide valuable information in making responsible decisions. On the flip side though, some child development theories can be limiting and misleading and can in fact hinder or jeopardise a Childs development if the primary carer follows this theory to the letter. It is with this in mind that it is vital to compare and evaluate a lot of theories before acting upon them and it is with this comparing and contrasting that you will find that a lot of theories strengths and weaknesses will be highlighted. There are many the ories out there and underneath I will be going into a few of them in more detail. Alfred Bandura (Social learning theory) Main theory: Learning takes place by imitation.The social learning theory suggests that people will learn from one another through observation, imitation, and modelling. This theory has been renamed â€Å"the social cognitive theory† this is to accommodate later developments of this theory. Albert Bandura found that children tend to copy people they hold in high status (parents etc. ) especially so if these people are warm or have powerful personalities. This theory could lead us on to the fact that we should very aware of our behaviour in front of children and the effect this could have on them. Things to think about: * If children are smacked by adults will they be more likely to smack other children? * If children are shouted at by other adults, are they more likely to shout at other children? If children are given explanations, are they more likely to explain things to other * If children are comforted when they fall, are they more likely to do the same to others? How this affects practise * You will have to be very wary of the language and behaviour you use in front of your children. * It could a useful theory to use if you want your children to experience role play. * Being a good role model can only help the child. * This theory allows learning without direct experience. * Promotes positive behaviour. If you are positive this will rub off on the child. Transmission theories There are three main theorists involved in transmission theories.John Locke: He thought that the child was an empty vessel and that they can be shaped by the adult and that children can be shaped by external factors and these are greater influences than any genetic involvements (nature v nurture) Ivan Pavlov: (classical conditioning): Pavlov’s theory was his famous conditioned Reponses in dogs experiment. Pavlov likes to be known as a physiologist ra ther than a psychologist as he believed the two were linked and were useful and scientific. Classical conditioning is the way in which responses are under the control of new stimulus. In his case the â€Å"conditioned† stimulus was a church bell and the â€Å"unconditioned† stimulus was food. His experiment involved feeding the dogs every time the church bell rang. This eventually produced an â€Å"unconditional† response from the dogs which was saliva flowing from the dogs mouth when the food appeared.This would then gradually change into saliva being produced with any bell noise thus producing a â€Å"conditioned† response from the dogs. Food will produce salivation, but it’s this change in stimuli using classical conditioning which means that saliva is being produced with the sound of the bells and not the actual food. Pavlov’s Experiment Burris Frederick Skinner: (operant conditioning) Skinners main theory was one of that reinforcement a nd punishment moulds behaviour and children are conditioned by their experiences. Skinner maintained that learning occurred through responding to the environment and he coined the term â€Å"operant conditioning† to describe this phenomenon.He did extensive research with animals, notably with rats and pigeons. I t was skinner who invented the famous box in which a rat learns to press a lever in order to obtain food. He gave rats a reward of food if they pressed the lever. This was positive reinforcement. The desired behaviour was rewarded. Conversely, undesired behaviour could be negatively reinforced. The rats would receive an electric shock every time they went near one area of a maze and they would then begin to avoid that area. The undesired behaviour was got rid of and the desired behaviour was encouraged. How this affects Practise. Positve reinforcemnet includes * Special helper Kindness awards * Points * Stickers * Special jobs * Star of the week * Trips out * Priase o r golden time. Negative reinforcement includes: * Lines * Detention * PunishmentThings taken from or kept from the child. The effects this has on practise is that it will provide motivation for the child to behave and also to put that lirttle bit more effort in than they would normally if they have something to aim for at the end of the week or day. It will give the child encouragement to repeat the good behaviour or effort upon recieving their treat or reward. Social constructavist theory Jean Piaget: This is the theory where all other theories are judged.His main theory is that the development of children take place in distinct stages of cognitive development. The adult does have an influence but the child is building their own thinking systems. Piaget believed that nature and nurture interact to create cognitive development. He claims that children when learning: * Go through stages and sequences in their learing * Are active learners * Use first hand Experiences and prior experi ences in order to learn. * Imitate and transform what they learn in to symbolic behaviour. He devolped four stages of cognitive learing. 1: Sensory motor stage (0-2 years) the child explores using its senses( sucking ,grasping etc) : Pre operational stage (2- 7 years) The toddler understands the use of symbols and language and this can be understood. 3: Concrete operational stage (7-11 years) the child can now conserve and begin to reason logically. The child can now solve problems but their sucessful reasoning is largely limited to concrete situations. 4. Formal operational years (11-16 years) the child is now developed and can show logical thinking and be able to work through abstract problems. Piaget view on a child as an active learner. Piagets three process: 1. Assimilation: this process is where people translate information in to a form they can understand. 2. Accomodation: This is where people adapt current knowladge in reponse to new experiences. 3.Equilibration: this is whe re people balance assimilation and accomodation to create a stable understanding. Implications in practise. Piagets theory suggests that childrens distictive ways of thinking at different ages need to be considered when deciding how best to teach them. In addition beacuse children learn by mentally and physically interacting with their environment, relative phsical activites are important in educational practise. How they influence current practise: * The language we use with the children * The resources you provide for the children * The need to incorporate role play * Activities( what to do with the resources at hand) * The way in which we chack for understanding from the child * We can question certain techniquesWhat are social constructivists? A social constructivist feels that the adult will play an active role in helping the children through their stages of development. Lev Vygotsky: He was a russian psychologist who died prematurely. His theory dates back to 1924 and he devel oped ideas that there was relationship between language and thinking and cognative development. His theory empahsised the roles of historical, cultural and sociual factors in cognition and argued that language was the most important symbolic tool provided by society. He said that the ZAD (the zone of actual develpment) is where the child will develop naturally with out the adults help.He then says that the ZPD( the zone of proximal devlepment) is where the adult helps and he believes that adult intervention is crucial for the child to move between actual and proximal development. Jerome Bruner: he belived that learning was an â€Å"innate† function. He believes that children â€Å"do â€Å" â€Å"imagine† then â€Å"translate† them into sense through schemas and that older children create symbols to imterpret what they have done. Bruners three stages of development are: * Enactive (0-1 yrs) Doing * Iconic (1-7 yrs) Imagining * Symbolic (7+) Using symbolic repr esentations Bruner also has his theory of â€Å"scaffolding† where he does recognise the importance of adult support.The easist way to get your head round this is to imagine the adult as the â€Å"scaffold† round the child, a bit like the scaffolding on a building. The adult moves and grows with the child offering them â€Å" support â€Å" and reinforcement on the way. How this effects current practise * We can use this to observe the children * We can look at the prefered learnign styles considered * This theory basically sums up the role of a teaching assistant â€Å" supprort and reinforcement† * Intorduce new concepts to expand learning * Will influence the way in which you question a child Humanistic Approach. Abraham Maslow and Mia Keller Pringle. Maslow created a theory of human needs that was relevant to all ages not just for children. This was known as the humanistic approach.He said that there was five levels of need and his theory suggested that ea ch level had to be â€Å"met† before you could progresson to the next one. Maslow also said that it was almost impossible to reach your full potentiol if the lower needs were not sufficiently met. Maslows Hierachy of needs. How this may impact on current practise. There are many ways this theory could impact on practise: * Keeping an eye out for the childs basic needs( Hungry, clothing, tired,) * Awareness of bullying and social exclusion * Having a homework club (where the older children could help the younger ones. ) * Praise( Give praise when a child Produces a good piece of work) * Having a â€Å"Get to know you† activity or activities Understanding problems with a child( enabling you to asses the need of the child so he/she can progress) * Promote a positive learning environment which is individual to the children. * Devolop a â€Å"Culture† where the child feels comfortable to come forward and say they have a need that is not being met. Mia Kellmer Pringle Pringle suggested that there are four primary needs that have to be met from birth. Love and security: this is probably the most important one of the four as this provides the basis for all future relationships. A child will also have objects as â€Å"security blankets† ie a favorite toy which they will use when they feel threatened or upset.The child will want routine which helps with their development and also they will need attachment which comes in the form of a caring a stable family. New experiences: this is a fundemantal requirement for cognitive development. In ealry life the act of playing and using new language as well as revisiting previous experiences and accesing new and demanding phsical and mental challenges all help in the childs cognitive development. This goes with them through to adolecence where they will start experimenting with boyfriends/ girlfriends and get involved in team roles etc. Praise and recognition: Strong incentives are vital for a child who is going through a difficult time.If a child is constantly put down or told they are useless it becomes a self fullfilling prophecy where the child has low expectations leads them onto low achievement. This will eventually lead onto the child never getting into any situations where they feel they will fail. Responsibility: It is also very inportant to structure the childs environment so he/she have challenges which reflect their interests and ability levels, this will encourage independance and co operation. Pringle goes along the same lines as Maslow so their impacts on practise are similar. Produce a routine the children are familiar with Plan trips out( get them interested in a musical instrument or have a themed week) Recognise cultural normsMake a child feel valued and Individual Have a School council( Promoting responsibilty) Welcome the child to his/her new setting( name on the peg, â€Å"get to know you activites) Give them jobs( registor monitor,handout milk etc) Leave it to nature Theories ( laissez faire model) Rousseau: was an 18th century philsopher who thought that the child will †learn naturally† and they were genetically engineered to learn certain things at certain times. He thought that a childs learning unfolds like a flower and that babbling leads onto talking which leads onto writing and reading, the same way kicking the legs and crawling leads onto walking and running.This theory suggests that adults mould the childs development through the environment they create and this â€Å"environment† will support the childs learning and help it to unfold. One example being speech. If a childs environment is all English speaking, the child will speak english, if a child hears both chinese and English it will become multi ligual and speak both languages. This view suggests that the child will do what they need to devolp and learn naturally. It sees the child as â€Å"active† in their own learing and as the adult do not ne ed to act this is sometimes reffered to as the laissez faire view of how children learn. Rousseau mapped a set of developmental norms charting expected development.He believed that development followed a sequence and identified ‘normal’ age ranges of achievement. A depressing approach for children with special needs. Gessel: In the 1930s he mapped out a set of developmental norms which charted expectent development in children. These norms mapped out the childs expected development and this followed a sequence which identified the normal age ranges of achievement. This was also a very depressing approach for any children who have disabilites or learning needs. Gessels spiral of development. How this approach impacts on current practise. You will have an understanding that you can observe and not always intervene in a childs behaviour. Understand Child and Young Persons Develpment Understand Child and Young Person Development. Core 3. 1 1. 1 The term â€Å"Sequence† of child development refers to the how we expect a child to develop from the day it was born to the age of 19. Child Development is the biological, physiological and all the emotional changes that happen during these formative years as the child goes from dependency to autonomy. These changes could be hugely influenced by genetics, events that occur whilst in the womb and during prenatal development and are usually included in most studies of child development.Developmental changes are different. They occur as a result of a genetically controlled process called maturation or as a result of environmental factors and learning (home life and school for example) but these changes most commonly happen as a result of a combination of them both. It can also be a result of â€Å"human nature† which is the ability of the growing child to in fact learn from their environment. Human beings and e specially children have a keen sense to adapt to their surroundings and this is what child development covers and includes.A child’s development is continually happening and can be measured in many different ways and although the child will develop at different rates and in different ways, the sequence in which this happens will follow the same sort of pattern . This is because in most examples they need to learn one skill before they can move onto the next. An example is walking. The child will need to learn to walk before they can run or jump etc. Development in children is more rapid in the early stages with many milestones happening in quick succession.This slows down as the child becomes a young adult with the milestones becoming further apart. (Cache children and young people’s workforce p49) The table below looks more closely at the aspects of child development. THE DEVELOPMENTAL STAGES CHART Age| Intellectual| Social / Emotional| Language| Gross motor| Fine Mot or| Infant – Birth to one year| Uses hands and mouth to learn| Forms a bond with parents, will begin to recognise faces and smiles, at about 6months will recognise parents and be fearful of strangers. | Starts being ocal and using terms such as â€Å"mammy and daddy†| Lifts head first then chest, rolls over, pulls to sit, crawls and stands alone| Reaches for objects and picks up small items, clutches onto toys, e. g. Rattle | Toddler 1-2 years| Begins to learn words for objects and people| Learns that self and parent(s) are different or separate from each other, imitates and performs tasks, indicates needs or wants without crying| Can follow simple instructions and say more words than just â€Å"mammy and daddy†| Can walk, stop, jump and throw things like a ball. Unbuttons clothes, builds tower of 4 cubes, scribbles, uses spoon, picks up very small object| Preschool2-5 years| Understands things such as tired, hungry and cold, recognises colours, becomes aware of numbers and letters| Begins to separate easily from parent(s), dresses with assistance, washes and dries hands, plays interactive games like tag. follows directions, can make simple sentences of two or three words, vocabulary increases Names pictures| Runs well, hops, pedals tricycle, balances on one foot| Buttons Clothes, builds tower of 8 cubes, copies simple figures or letters| School age 5-12 years| Develops understanding of numeracy and literacy concepts, learns relationship between objects and feelings, acquires knowledge and understanding| Acts independently, but is emotionally close to parent(s) dresses without help, join same sex play groups and clubs| Defines words, know and describes what things are made of, vocabulary increases| Skips, balances on one foot for 10 seconds, overestimates physical abilities| Draws person with 6 parts, copies detailed figures and objects| 12-18 years| Understands abstract concepts like illness and death, develops understanding of complex id eas| Experiences rapidly changing moods and behaviour, interested in peer group almost exclusively, distances from parent(s) emotionally, concerned with body image, likely to have first sexual relationship| Uses increased vocabulary, understands more abstract concepts like grief| May appear awkward and clumsy while learning to deal with rapid increases in size due to growth spurts| Fully developed| 18 +years| Continues to develop the ability to make good decisions and to understand the complexity of human relationships| Becomes independent form parent(s), own lifestyle, and career, social and economic changes, develop interests, chooses a partner, becomes a parent. | Continues to develop knowledge and vocabulary of different styles of language used| Fully developed| Fully developed| (Cache Children and young people’s workforce p51-66) 1. 2Child development is the term used to describe how the child will grow through a progression of developmental milestones. All children are believed to follow the same sequence of growth (the child will crawl, then stand, then walk for example) this is called the normative pattern. What we need to know is that not all children follow this pattern and for example some children will miss out stages altogether. One example of this is blind children and some children may decide to bottom shuffle and not bother with the â€Å"crawling phase†. The traditional approach to monitoring this is to use this normative measure which as I have mentioned already is the milestones in which we measure our child’s development.These actually only show what most children can do and in reality many factors such as genetic, cultural and social factors will all have an effect on the child’s development and it is important we take this into account before labelling children â€Å"advanced or backward. † The sequence of development refers to the stages of which a child develops; the rate of development is how fast the child is expected to achieve these developmental milestones. It is important to realise that the normative measurements can only indicate general trends and cannot be taken as â€Å"normal† . It is very important to realise that while the sequence of development may be somewhat the same in most children, the rate or speed in which the child develops can vary in many ways.Things that have a massive effect on the rate of a child’s development can include environment (home life) culture (religious beliefs), ability, the amount of stimulation a child receives and input (from parents for example). It is important to understand the difference between the rate and the sequence of a child’s development as this will equip you with the knowledge you need in order to plan effectively with your child and will help you identify any concerns which you may have within the developmental process. (Cache Children and young people’s workforce) 2. 1-2. 2 A child’s gr owth and development can be affected by many factors, with some having more of an affect than others.They can be split into two categories which I will go into more depth later. These are Personal factors (such as genetics and health related issues) and External factors (such as poverty, family life, personal choice and social interaction. ) Below is a diagram illustrating things which can affect a child’s development? Disability or special needs. Inherited (downs) or chronic (Autism) Disability or special needs. Inherited (downs) or chronic (Autism) Finances (living in poverty) Finances (living in poverty) Education (home schooled, private or state) Education (home schooled, private or state) Cultural background (Religion or beliefs) Cultural background (Religion or beliefs)Health status, Antenatal issues (smoking, drinking, drugs) Health status, Antenatal issues (smoking, drinking, drugs) Social class (lower, working, upper) Social class (lower, working, upper) Genetics, Bi rth problems Genetics, Birth problems Family Environment and background (loving or divorced parents) Family Environment and background (loving or divorced parents) Gender Gender Interpersonal Relationships Interpersonal Relationships Personal Factors influencing development. Genetic Influences Many studies believe it is both our environment and our genetics which will mould us into the person we ultimately become. Our chromosomes are where we find our genes.Parents pass these onto their children via their cells (the sperm and the egg). Alleles are different versions of the same gene and it’s this which can determine distinctive features such as eye colour, but also it is this which could lead to the inheritance of disorders such as cystic fibrosis. A baby’s development is also affected during pregnancy(before the birth) ,at the time of the birth and after the birth. Examples include a woman not knowing she is pregnant in the early stages and carrying on with all her ba d habits (drinking, smoking, drug taking and diet. ) It’s at these crucial first 12 weeks in the uterus when all the essential organs are being formed. This is called the antenatal period.A child being born before term (37 weeks) and therefore is born prematurely may need intensive care and this could affect development. Health Status A child’s health status can have a great effect on how it develops. This is determined by genetic inheritance but can also be affected by factors such as diet, environment, and what health care they receive. Some children are born with conditions which affect their development (these include Down syndrome, cystic fibrosis and heart defects). Other illnesses which may develop over time( including asthma and diabetes) will also have an effect on the child’s development if for example they have frequent visits to the hospital and miss school or their activaties are restricted because of their condition.External Factors Influencing Dev elopment. Poverty This is the single biggest thing that threatens the healthy development of children and young people in Great Britain and can have an effect on all areas of a child’s development (Physical, Intellectual, Language, Emotional, Social, and Spiritual. ) This threat is part of the â€Å"cycle of deprivation† where poorer families will tend to live in poorer housing; they may also have a poor diet which will not provide all the right vitamins and minerals which will affect the child’s immune system which will have a knock on affect to the increased susceptibility to infectious diseases. Other things which are linked to poverty are:Accidents and illness: Children from poorer backgrounds are four times more likely to have an accident than those from higher up the social ladder. Quality of life: many children from lower classes have none or little toys, meals and clothes Poor diet: As I mentioned above a poor diet comes hand in hand with low income fami lies as they more times than not have to buy the cheaper brands or processed convenience foods. Space to live and play: poorer children are more likely to be limited in their play space as the housing which they live will is more likely to be small and substandard. Growth: Poorer children are more likely to be smaller at birth and shorter in height. Education: Children from the lower classes are more likely to have poor attendance and less likely to do well.Long Term Effects: As adults they are more likely to be homeless, be unemployed, and become involved in drug abuse, offending or be in abusive relationships. Social Interaction There is a lot of research to show that social isolation or a lack or opportunity’s to socialise ( playgroup, family members, mother and baby groups, toddler groups) can lead to early child development issues such as speech problems , the inability to share or in fact the ability to socialise with people in a civilised manner. The social environment in which a child is raised can have a dramatic effect on their development. An example of this would be a child who has had no contact with neighbours, family members or classmates.Family Environment and background The situation at home will have a huge effect on a young person or child’s development. A child may seem physically healthy but if they are unhappy and are not enjoying their time at home this is will most definitely be affecting their development. Things a child needs include: Love and affection: A child needs unconditional love and affection from their primary carers whoever this may be (Parents, Grandparents, Foster Parents etc. ) A child needs to feel safe and secure. Stimulation: a child needs the right amount of stimulation for healthy growth and development. Too little or too much will result in unhealthy developmentOpportunities to play: It is common sense that all children need to play to develop, then on from that, young people need to be given the oppor tunity to socialise and have leisure opportunity’s (such as learning an instrument or joining a sports club). A child’s social and emotional development is majorly influenced by the foundations which the family unit creates. Most parents will provide a nurturing unconditional loving family environment where their child will embrace and flourish within it. There are some carers or parents who, for a lot of different reasons will not provide this nurturing platform which all children need. Examples of this include carers with mental health issues, drug misuse, marital conflict and violent behaviour.Theories Regarding Child Development. Theories of child development can be said to be a set of principles that are designed to explain or predict some things. There have been many theories over the years by many scientists and psychologists and they have come up with a multitude of different perspectives as to why a child will do certain things within their development. Theori es not only provide an extended outline of understanding, they also allow educated guesses or hypotheses about some parts of a Childs development that are not clearly understood yet. These theories can provide a bounce board for other research but they also have some practical benefits.They can be useful (if you are a parent, teacher, therapist or carer) as a reference point when you need to make important decisions within the Childs lives and a well-founded theory can provide valuable information in making responsible decisions. On the flip side though, some child development theories can be limiting and misleading and can in fact hinder or jeopardise a Childs development if the primary carer follows this theory to the letter. It is with this in mind that it is vital to compare and evaluate a lot of theories before acting upon them and it is with this comparing and contrasting that you will find that a lot of theories strengths and weaknesses will be highlighted. There are many the ories out there and underneath I will be going into a few of them in more detail. Alfred Bandura (Social learning theory) Main theory: Learning takes place by imitation.The social learning theory suggests that people will learn from one another through observation, imitation, and modelling. This theory has been renamed â€Å"the social cognitive theory† this is to accommodate later developments of this theory. Albert Bandura found that children tend to copy people they hold in high status (parents etc. ) especially so if these people are warm or have powerful personalities. This theory could lead us on to the fact that we should very aware of our behaviour in front of children and the effect this could have on them. Things to think about: * If children are smacked by adults will they be more likely to smack other children? * If children are shouted at by other adults, are they more likely to shout at other children? If children are given explanations, are they more likely to explain things to other * If children are comforted when they fall, are they more likely to do the same to others? How this affects practise * You will have to be very wary of the language and behaviour you use in front of your children. * It could a useful theory to use if you want your children to experience role play. * Being a good role model can only help the child. * This theory allows learning without direct experience. * Promotes positive behaviour. If you are positive this will rub off on the child. Transmission theories There are three main theorists involved in transmission theories.John Locke: He thought that the child was an empty vessel and that they can be shaped by the adult and that children can be shaped by external factors and these are greater influences than any genetic involvements (nature v nurture) Ivan Pavlov: (classical conditioning): Pavlov’s theory was his famous conditioned Reponses in dogs experiment. Pavlov likes to be known as a physiologist ra ther than a psychologist as he believed the two were linked and were useful and scientific. Classical conditioning is the way in which responses are under the control of new stimulus. In his case the â€Å"conditioned† stimulus was a church bell and the â€Å"unconditioned† stimulus was food. His experiment involved feeding the dogs every time the church bell rang. This eventually produced an â€Å"unconditional† response from the dogs which was saliva flowing from the dogs mouth when the food appeared.This would then gradually change into saliva being produced with any bell noise thus producing a â€Å"conditioned† response from the dogs. Food will produce salivation, but it’s this change in stimuli using classical conditioning which means that saliva is being produced with the sound of the bells and not the actual food. Pavlov’s Experiment Burris Frederick Skinner: (operant conditioning) Skinners main theory was one of that reinforcement a nd punishment moulds behaviour and children are conditioned by their experiences. Skinner maintained that learning occurred through responding to the environment and he coined the term â€Å"operant conditioning† to describe this phenomenon.He did extensive research with animals, notably with rats and pigeons. I t was skinner who invented the famous box in which a rat learns to press a lever in order to obtain food. He gave rats a reward of food if they pressed the lever. This was positive reinforcement. The desired behaviour was rewarded. Conversely, undesired behaviour could be negatively reinforced. The rats would receive an electric shock every time they went near one area of a maze and they would then begin to avoid that area. The undesired behaviour was got rid of and the desired behaviour was encouraged. How this affects Practise. Positve reinforcemnet includes * Special helper Kindness awards * Points * Stickers * Special jobs * Star of the week * Trips out * Priase o r golden time. Negative reinforcement includes: * Lines * Detention * PunishmentThings taken from or kept from the child. The effects this has on practise is that it will provide motivation for the child to behave and also to put that lirttle bit more effort in than they would normally if they have something to aim for at the end of the week or day. It will give the child encouragement to repeat the good behaviour or effort upon recieving their treat or reward. Social constructavist theory Jean Piaget: This is the theory where all other theories are judged.His main theory is that the development of children take place in distinct stages of cognitive development. The adult does have an influence but the child is building their own thinking systems. Piaget believed that nature and nurture interact to create cognitive development. He claims that children when learning: * Go through stages and sequences in their learing * Are active learners * Use first hand Experiences and prior experi ences in order to learn. * Imitate and transform what they learn in to symbolic behaviour. He devolped four stages of cognitive learing. 1: Sensory motor stage (0-2 years) the child explores using its senses( sucking ,grasping etc) : Pre operational stage (2- 7 years) The toddler understands the use of symbols and language and this can be understood. 3: Concrete operational stage (7-11 years) the child can now conserve and begin to reason logically. The child can now solve problems but their sucessful reasoning is largely limited to concrete situations. 4. Formal operational years (11-16 years) the child is now developed and can show logical thinking and be able to work through abstract problems. Piaget view on a child as an active learner. Piagets three process: 1. Assimilation: this process is where people translate information in to a form they can understand. 2. Accomodation: This is where people adapt current knowladge in reponse to new experiences. 3.Equilibration: this is whe re people balance assimilation and accomodation to create a stable understanding. Implications in practise. Piagets theory suggests that childrens distictive ways of thinking at different ages need to be considered when deciding how best to teach them. In addition beacuse children learn by mentally and physically interacting with their environment, relative phsical activites are important in educational practise. How they influence current practise: * The language we use with the children * The resources you provide for the children * The need to incorporate role play * Activities( what to do with the resources at hand) * The way in which we chack for understanding from the child * We can question certain techniquesWhat are social constructivists? A social constructivist feels that the adult will play an active role in helping the children through their stages of development. Lev Vygotsky: He was a russian psychologist who died prematurely. His theory dates back to 1924 and he devel oped ideas that there was relationship between language and thinking and cognative development. His theory empahsised the roles of historical, cultural and sociual factors in cognition and argued that language was the most important symbolic tool provided by society. He said that the ZAD (the zone of actual develpment) is where the child will develop naturally with out the adults help.He then says that the ZPD( the zone of proximal devlepment) is where the adult helps and he believes that adult intervention is crucial for the child to move between actual and proximal development. Jerome Bruner: he belived that learning was an â€Å"innate† function. He believes that children â€Å"do â€Å" â€Å"imagine† then â€Å"translate† them into sense through schemas and that older children create symbols to imterpret what they have done. Bruners three stages of development are: * Enactive (0-1 yrs) Doing * Iconic (1-7 yrs) Imagining * Symbolic (7+) Using symbolic repr esentations Bruner also has his theory of â€Å"scaffolding† where he does recognise the importance of adult support.The easist way to get your head round this is to imagine the adult as the â€Å"scaffold† round the child, a bit like the scaffolding on a building. The adult moves and grows with the child offering them â€Å" support â€Å" and reinforcement on the way. How this effects current practise * We can use this to observe the children * We can look at the prefered learnign styles considered * This theory basically sums up the role of a teaching assistant â€Å" supprort and reinforcement† * Intorduce new concepts to expand learning * Will influence the way in which you question a child Humanistic Approach. Abraham Maslow and Mia Keller Pringle. Maslow created a theory of human needs that was relevant to all ages not just for children. This was known as the humanistic approach.He said that there was five levels of need and his theory suggested that ea ch level had to be â€Å"met† before you could progresson to the next one. Maslow also said that it was almost impossible to reach your full potentiol if the lower needs were not sufficiently met. Maslows Hierachy of needs. How this may impact on current practise. There are many ways this theory could impact on practise: * Keeping an eye out for the childs basic needs( Hungry, clothing, tired,) * Awareness of bullying and social exclusion * Having a homework club (where the older children could help the younger ones. ) * Praise( Give praise when a child Produces a good piece of work) * Having a â€Å"Get to know you† activity or activities Understanding problems with a child( enabling you to asses the need of the child so he/she can progress) * Promote a positive learning environment which is individual to the children. * Devolop a â€Å"Culture† where the child feels comfortable to come forward and say they have a need that is not being met. Mia Kellmer Pringle Pringle suggested that there are four primary needs that have to be met from birth. Love and security: this is probably the most important one of the four as this provides the basis for all future relationships. A child will also have objects as â€Å"security blankets† ie a favorite toy which they will use when they feel threatened or upset.The child will want routine which helps with their development and also they will need attachment which comes in the form of a caring a stable family. New experiences: this is a fundemantal requirement for cognitive development. In ealry life the act of playing and using new language as well as revisiting previous experiences and accesing new and demanding phsical and mental challenges all help in the childs cognitive development. This goes with them through to adolecence where they will start experimenting with boyfriends/ girlfriends and get involved in team roles etc. Praise and recognition: Strong incentives are vital for a child who is going through a difficult time.If a child is constantly put down or told they are useless it becomes a self fullfilling prophecy where the child has low expectations leads them onto low achievement. This will eventually lead onto the child never getting into any situations where they feel they will fail. Responsibility: It is also very inportant to structure the childs environment so he/she have challenges which reflect their interests and ability levels, this will encourage independance and co operation. Pringle goes along the same lines as Maslow so their impacts on practise are similar. Produce a routine the children are familiar with Plan trips out( get them interested in a musical instrument or have a themed week) Recognise cultural normsMake a child feel valued and Individual Have a School council( Promoting responsibilty) Welcome the child to his/her new setting( name on the peg, â€Å"get to know you activites) Give them jobs( registor monitor,handout milk etc) Leave it to nature Theories ( laissez faire model) Rousseau: was an 18th century philsopher who thought that the child will †learn naturally† and they were genetically engineered to learn certain things at certain times. He thought that a childs learning unfolds like a flower and that babbling leads onto talking which leads onto writing and reading, the same way kicking the legs and crawling leads onto walking and running.This theory suggests that adults mould the childs development through the environment they create and this â€Å"environment† will support the childs learning and help it to unfold. One example being speech. If a childs environment is all English speaking, the child will speak english, if a child hears both chinese and English it will become multi ligual and speak both languages. This view suggests that the child will do what they need to devolp and learn naturally. It sees the child as â€Å"active† in their own learing and as the adult do not ne ed to act this is sometimes reffered to as the laissez faire view of how children learn. Rousseau mapped a set of developmental norms charting expected development.He believed that development followed a sequence and identified ‘normal’ age ranges of achievement. A depressing approach for children with special needs. Gessel: In the 1930s he mapped out a set of developmental norms which charted expectent development in children. These norms mapped out the childs expected development and this followed a sequence which identified the normal age ranges of achievement. This was also a very depressing approach for any children who have disabilites or learning needs. Gessels spiral of development. How this approach impacts on current practise. You will have an understanding that you can observe and not always intervene in a childs behaviour.

Making Decisions Based on Demand and Forecasting Essay

1.Report the demographic and independent variables that are relevant to complete a demand analysis providing a rationale for the selection of the variables. (Independent variables are the variables that have effect on the demand of Pizza). List 5 and explain the effect of each of them on the demand of Domino’s Pizza. I currently reside in Allentown, Pennsylvania, which has a current population, based off of the 2010 Census data, of 118,032 people. The large amount of people that reside in the 18 square mile city, which is the third largest in the state, allows for huge competition amongst the local chain and privately owned pizza restaurants. Within the city limits of Allentown, Pennsylvania, there are 3 Domino’s pizza restaurants within 13.2 miles of each other. The average median income per household is $49,025 and $37,356 per family. This can affect the demand of pizza based on the price of the pizzas being sold. The lower the income of a family is, the lesser the chances they will purchase take-out or fast food. Typically, families that are on a fixed or smaller income will live on a budget and normally that does not include the luxury of eating out. Looking at the price of various Domino’s Pizza, Pizza Hut and various local pizza restaurants, the average cost of a large, plain cheese pizza pie is $10.42. While this may be a good price to some, families with a higher number of members may not be willing to pay $10+ per pizza due to the fact that they most likely have to purchase in multiple quantities. 15 percent of the Allentown, Pennsylvania population get around by means of transportation other than a car, therefore a pizza restaurant offering delivery services will be a benefit to those not able to pick their pizza up. The local average fee for pizza delivery is $2.00, based off of two of the large chain pizza restaurants delivery fees. The local privately owned pizza restaurants do not charge a delivery fee, which is a greater demand for those residents looking to spend the least amount of money on their pizza lunch or dinner. Many pizza restaurants offer various pizza order specials, such as 2 large plain pies for $19.99. While that is a great offer, the larger chain pizza restaurants such as Domino’s and Pizza Hut offer various specials like a large pizza for 8.00 or a large 3-topping pizza for $7.99. The only disadvantage of these specials is that the pizzas vary in their large size from restaurant to restaurant. 2.Find the price elasticity of demand for Pizza online. Is it elastic, unit elastic, or inelastic? Explain how the price elasticity of demand can affect your decision to open the pizza store and your pricing policies? Price elasticity of demand is defined as â€Å"the ratio of the percentage change in quantity demanded to the percentage change in price, assuming that all other factors influencing demand remain unchanged† (McGuigan, 2011, pg. 70). With the average cost of pizza in Allentown, Pennsylvania being $10.42, it is still a very high demand product. If the price of pizza were to go up, the demand for pizza may drop slightly, making the demand in price insensitive. There are certain determinants that will affect the price elasticity such as disposable income and the prices of competitors’ products these cannot be controlled by the firm. Determinants that can affect the price elasticity of pizza that can be controlled by the firm are price, advertising, product qua lity and customer service (McGuigan, 2011, p. 69). The price elasticity demand for pizza is and will most likely always be inelastic, because even though the cost of the ingredients to make pizzas may increase and decrease, pizza is a very popular product and will always be in high demand. Being a part of the Domino’s Pizza franchise, offering the various weekly and monthly specials will guarantee that the demand for pizza will not decline by a huge rate should the need to increase pricing arises. This will not affect my decision to open a Domino’s Pizza franchise, I am confident that the demand for pizza will only slightly decrease if economic reasons forces pricing to rise. My pricing policies will always be in line with Domino’s corporate structure, therefore being able to offer special deals on pizzas will counter balance the rise on individual pizza pies. 3.Explain the cross price elasticity. List 3 goods that you consider substitute to pizza in your area. How do they affect your decisions? (opening the store and pricing policy) Cross price elasticity is defined as â€Å"the ratio of the percentage change in the quantity demanded of Good A to the percentage change in the price of Good B, assuming that all other factors influencing demand remain unchanged† (McGuigan et al, 2011, pg. 87). If the price of pizza’s rises and the demand decreases by a certain percentage then this causes the need for pizza boxes will decline. This will be considered a negative cross price elasticity, and the two goods are complementary. On the other hand, if the price of pizza increases, and the demand for an alternative product increases, then this is considered substitutes, and the cross price elasticity is positive. Some substitutes for pizza in the event the price rises could be Subway sandwich platters, KFC family bucket meals, and Chinese food platters. Families buy pizza because of the large quantity for a cheap price, but if the prices were to increase, then these same families may look for similar alternatives that will not empty their wallets. These are possible alternatives that offer a large quantity of food at a reasonable price that can affect the demand of pizza. However, monitoring the costs of the competing fast food restaurants in the Allentown, Pennsylvania area will allow Domino’s to offer certain specials and pizza deals to the community that can keep their demand at a high rate. 4.Explain how you will forecast the demand for pizza in your community for the next four (4) months, using the regression equation including the assumptions that were used. Justify the assumptions made related to the forecast. 5.Based on the forecasting demand, price elasticity, and cross price elasticity discuss whether Dominos should establish a restaurant in your community. Provide a rationale and support for the decision. Establishing another Domino’s Pizza restaurant in the Allentown, Pennsylvania area will be a good idea because there is a true demand for pizzas. Referring to the price elasticity and the cross price elasticity, the positive outweighs the negative sides of supply and demand. Whether or not the price of pizzas goes up, the demand will always be sufficient enough to warrant the decision to open up a new restaurant. The price elasticity is inelastic because if and when the price of pizza increases, the demand for it will not be greatly affected. Domino’s Pizza’s financials for first quarter 2013 were released and the pizza giant had revenues up 8.6% from Q1 2012, and their net income was up 65.9% for the same period in 2012 (Dominos.com, 2013). This proves that even during the decline in the economy, the demand for pizza stays at the top. Domino’s Pizza sells more than one million pizzas daily, it is safe to assume that opening a new Domino’s in the Allentown area will not be a bad decision.

Central banks and monetary policy Research Paper - 1

Central banks and monetary policy - Research Paper Example The main purpose of a central bank is, briefly, to supervise a nation's currency. This is attained by setting monetary policy. Following are the five important objectives of central banks; Price Stability: The main objective of a central bank is price stability, or in other words, a stable and low rate of inflation. â€Å"Price stability is defined as a year-on-year increase in the Harmonized Index of Consumer Prices (HICP) for the euro area of below 2%.The Governing Council has also clarified that, in the pursuit of price stability, it aims to maintain inflation rates below, but close to, 2% over the medium term† (The Definition of Price Stability n.d para 2). Conversely, the existing view between economists is that in the long run, given that inflation is stable and low, monetary policy only influences nominal aggregates, for instance inflation, the nominal exchange rate and nominal interest rates, and not only their long-term development levels in actual terms. In the long run monetary policy consequently controls its monetary value, which are general prices. Real Stable Growth: In the banking system of urbanized countries there is a stable connection between various interest rates. The lowest price is the one charged to banks by the central bank. â€Å"This rate is normally 1-2.5 percent higher than the rate of inflation, depending on the monetary policy stance.† (Trade and Development Report 2008 by United Nations Conference On Trade and Development 2008). In actual terms, all these rates stay close to the actual growth rate of the financial system. One of the most significant circumstances for successful growth is the growth of various sectors including, the financial sector, which cannot deviate enduringly from the growth of price added of the financial system as a whole. Financial Stability: Financial stability illustrates the situation where the financial intermediation method functions easily, and where there is assurance in the operatio n of important financial organizations and markets within the financial system. Central banks have traditionally played an important role in the management of economic crises, lending to solvent, other than illiquid organizations as a last resort, still if this role has rarely been buttressed or formalized by legal authorities. Central banks consequently have objectives that are reliable with a leading role in a special resolution regime. They can also organize tools that are already in their area (LOLR) to maintain financial stability. They can, additionally, draw on expertise in the study of financial stability, containing the significant ability to measure the crash in markets, payment methods, and the financial communications at large. Interest Rate Stability: Interest rates provide global savers a reason to transfer money from one country to another in search of the safest and the highest yields. The central bank must support interest rate stability in short term and long term maturities. The short term rates are simple enough to understand that a central bank controls the discount rate, and that it can strongly target the federal funds price. Long term rates can be straightly targeted by central banks, other than that the latter typically favor to let financial market participants perform the job and not to affect them directly by credible policies.

Economic Globalisation and Developing Nations Essay

Economic Globalisation and Developing Nations - Essay Example The goal within evolution, or what animals see as "good," is the ability to survive and promulgate their genetic code. What economists see as "good," within the world of finance is for wealth to accumulate, for products and services to increase in value and for all to profit and live happily ever after. This is the goal of financial evolution. It sounds so very, very simple, doesn't it Ah, but there is a catch. Given human tendencies, it is impossible for anybody to really have "enough." By its very nature, wealth is not a matter of what one has, but rather what one has in comparison to what everyone else has. We really don't want to have enough. Enough does not exist. We want to have more. This notion is fairly across the board for all cultures. Further, the animal kingdom is equal to the economic world concerning the degree of competition that is involved. However, over time, the competitors have less and less of an advantage over one another, and the playing field is leveled somewhat. Should one introduce a foreign element that has an unfair advantage-an animal with no natural predators and an unlimited food source, for example- soon the delicate balance of power between species is torn asunder. Similarly, such an idea can be presented regarding financial globalisation. Financial globalisation is nothing new. ... Enabling framework of financial globalization essentially includes liberalization and deregulation of the domestic financial sector as well as liberalisation of the capital account. As economies progressively integrate globally, pari passu the financial structures of markets and the world of finance change. Financial globalisation cannot be considered a novel phenomenon. Trans-country capital movements are centuries old." (Das, "Globalization in the World of Finance") Arguably, the very first European pioneer into the area of global finance is Jakob Fugger, son of a wealthy, self-made merchant of textiles. Jakob Fugger used his toehold in the textile industry to expand into finance, with trade posts that stretched from the Mediterranean to the Baltic. (familybusiness.com) Later, the rest of Europe caught on, and The Royal Exchange was created in London, providing a center for English financiers to trade both locally and internationally. By the nineteenth century, it became fairly evident that money in the form of paper currency had much less stability in terms of its trading power against foreign currency. The gold standard was therefore established, the reasoning behind it being that gold was much less likely to fluctuate in value; notes were redeemable for gold, both within a country's borders and internationally. This was intended to act as a guarantee that paper currency could be used anywhere, with a fairly similar value, provided these same countries both agreed to the gold standard and operated under it. (This was prefaced by the Bank Charter Act of 1844, under which the Bank of England declared itself the only legitimate source from which paper money was to be issued.) This standard is no longer used,

Catcher in The Rye Coursework Example | Topics and Well Written Essays - 500 words

Catcher in The Rye - Coursework Example He is depressed, and he admits it himself several times throughout his narration. Besides the circumstances he got himself into, his brother died, and it had a great impact on Holden. Later, during his school years, he had another encounter with the death, when one of the boys, James Castle, jumped out of the window. However, I do not think Holden is capable of committing suicide. It is not â€Å"phoniness†; it is exaggerated way to express the feeling of depression and utter despair. He is not the type of guys that are so brave. He admits himself that â€Å"I’m one of these very yellow guys. I try not to show it, but I am†¦The more I thought about my †¦yellowness, the more depressed I got.† He would talk suicide, he will consider it, but he will not master up the courage to do it. Also, he does really love his parents and especially his sister Phoebe. He knows his death will make her very sad. He thinks about different things a lot, but he doesnâ€℠¢t do it. For example, he is thinking it would be good to go and say hello to Jane, and he is very excited about it, however he is not â€Å"in the mood† for it. In the other instance, he invites the prostitute, but he feels so peculiar about having sex, that he just talks with her. When thinking about prostitute coming to him, he took care to groom himself, even though he thought he did not have to.

Breast Cancer Research Paper Example | Topics and Well Written Essays - 2250 words

Breast Cancer - Research Paper Example There are many studies and intensive research is underway in order to identify the most important factors that are the reason for the constant increase of the incidence of breast cancer in the last several decades. The results and information’s from this research should help us reduce the morbidity and mortality from breast cancer and increase the self-awareness of the general population about the risks for this disease. In this study we will conduct a systematic research on the risk and other factors that are the most important factors in the etiology of breast cancer and also we will discuss the challenges of effective screening and treatment of breast cancer. Introduction Breast cancer is malignant neoplasm that is originating from the tissues of the breast. It has significance as one of the most common cancers in the population that almost exclusively affects the female population, however in small percentages this malignancy is present in the male population also (less than 1% of all cases of breast cancer) (Florescu et al. 2011). Breast cancer is the most common type of invasive malignancy that affects women and contributes up to 23% of all invasive cancers that affect female population worldwide. It is registered that in year 2008 13.7% of cancer mortality in the female population in the world was caused by breast cancer or 6% of all cancer mortality worldwide (men and women) was caused by breast cancer (GLOBOCAN 2008). These numbers are alarming and show that breast cancer has severe impact on the global morbidity and mortality especially on the female population. It is also alarming that incidences of breast cancer are constantly increasing dur ing the last three decades and this tendency is maintained till the resent day (Louwman et al 2008). It is believed that this is caused by the modern way of life and the changes that appeared in the habits and diets of modern way of living, changes in the reproductive behavior of the female population and other factors (Dignam et al 2003). This fact can be elaborated more clearly if we understand that the incidence of breast cancer is higher in western, developed countries and in countries that accept western way of lifestyle. For example incidences of breast cancer in population of 100 000 in western Europe is 78, in North America is 90 and these rates are significantly higher when compared to eastern Asia with 18 cases per 100 000 population, in sub-Saharan Africa 22 etc. (Stewart and Kleihues 2003). United States has the highest incidence of breast cancer in the world with 128 new cases of breast cancer on 100 000 women and in United States breast cancer is the second most common cancer after the skin cancer and the second most common cause of cancer mortality after lung cancer (American Cancer Society 2007). As we can see from the above statistics breast cancer has significant effect on the mortality in the population worldwide but especially in the developed countries. 3. Risk factors for breast cancer 3.1. Unchangeable risk factors for breast cancer There are many factors that is believed are the risen for the increase of the incidence of breast cancer in developed countries. In order to understand these factors we will look at the risk factors that are found to be associated with increased incidence of brea

Ethics in the Engineering Profession Assignment

Ethics in the Engineering Profession - Assignment Example Thereafter, the consequences of the choices and decisions made in the situation are reviewed, and finally an analysis of the impact the code of ethics on the conduct of engineering professionals is discussed. A facility was needed to store water in a reservoir. The water to be stored was to be drawn from the reservoir by a separate system. The required system was expected to manage the level of water in the storage reservoir. The engineers in the situation used digital signals in which the PLC had two digital inputs, that is, empty reservoir and full reservoir. The digital output of the PLC is used to open and lock the inlet into the reservoir. When the two switches are off, the PLC opens the valve to let in more water. In the event that both switches are on, the PLC by design shuts the inlet to prevent overflow. Float switches were used to avert a situation in which any use of water opens the valve or activates, and subsequently deactivates the pump for a stint, making the system wear down quickly. The analog approach may use water and a valve, which can be adjusted. As for the PLC, a PID reaction loop could be used to regulate the opening of the valve. The engineers tasked with this duty were not getting on well and hence had challenges in communicating to one another; therefore, their ultimate goal lacked objectivity. The system they designed did not optimize the refill rates because one engineer failed to advise the counterpart that using both options of analog and digital system would be the best option to the problem. They ended up using the digital system. The two engineering professionals failed to effectively communicate; hence, performed the activity with dishonesty and without objectivity. The solution they offered the client will cause economic loss since the refill rates were not optimized even though it was possible for the two to ensure it happened. Clearly, the engineering code of ethics three was violated as objectivity and

U.S Exam 3 Essay Example | Topics and Well Written Essays - 750 words

U.S Exam 3 - Essay Example This ruling brought the balance between the state and the federal government. Federalism caused differences in the way the US government operated. According to his judgments, the federal law was more superior to the State. Most of his rulings aimed at reducing the monopolies that overtook the business realm in the 1800’s. Marshal was able to prevent the state government from using too much beyond their jurisdiction to control business activities. In 1810, Marshall made a ruling between Fletcher v Peck insisting that businesses should avoid breach of contracts if they are to succeed. Marshal also ensured that corporation and organization transact business as individuals and own properties like humans. The government played a crucial role in promoting the transport sector during this period. The government built roads, canals, and railways to promote the business industry that was rapidly growing. During this time, sea transport provided the cheapest transport. This encouraged the government to build many canals in the country. Journeys became shorter and business transactions and, operations moved faster. Transport also helped in improving the communication. Most of the letters managed to reach their destinations efficiently. A journey that took 12 hours reduced to 4 hours by the introduction and development of the transport system. The roads and the canals encouraged rural urban migration. Most of the businesses erupted and expanded. The streets were full and, the per capita income of the country rose by 50% mainly due to the new transport resources. Technology was encouraged while mechanization set in. Most of the people changed their demand to manufactured good. Women stopped spinning and bough clothing from the textile companies. The civil war between the South and the North resulted into many farmers abandoning their farms and fleeing their homes. Most of the slaves who were crucial

Usefulness of Hofstedes National Culture model Essay

Usefulness of Hofstedes National Culture model - Essay Example The main categories include masculinity versus femininity, individualism versus collectivism, uncertainty avoidance, and power distance. Globalization, which is a concept of free trade, has made the world an increasingly intimate place. Intimacy, in this sense, refers to mutual interdependence that countries possess in both cultural and business terms. The 17th and the 18th century trade made businesspersons realize the different potential and benefits that various countries possessed. Furthermore, the ideas of people such as Adam Smith and David Ricardo quantified the prospects of free trade and globalization. However, besides the raw economic benefit of world trade, businesses realized the essence of culture in understanding the behavior of employees and given market. Culture could act either as an impediment or a propeller of business. The Geert Hofstede model is helpful to business organizations in numerous ways. To begin with, the model may help a business organization comprehend the power structures of a society towards designing a corresponding administrative model. In many business organizations, employees constantly question what makes up a good leader. Unfortunately, Geert Hofstede uncovers that there is no particular way of leading a group. Despite the developments of knowledge documents on management, existing cultural conditions influence the attitudes towards power. The concept of power distance helps an organization comprehend the tolerance of a given society towards power inequality. Large power distance societies manifest a greater tolerance towards power inequality in institutions. In this sense, affected organizations should develop administrative structures that possess clear separation of powers (Piepenburg 2011, p. 178). The managers, thus, should acquire considerable power over the employees, w ho are expected to be utterly subordinate to the seniors. Such a culture, therefore,

Democratization in the Middle East Essay Example | Topics and Well Written Essays - 1250 words

Democratization in the Middle East - Essay Example The information revolution is seen as a leading factor of political instability in the region and as a result, it impacts on the democratization process in a negative way. This is owing to the fact that the improved infrastructure from the Persian Gulf to North Africa facilitates the effectiveness of opposition movements and terrorists. For example, Islamists in Tunisia and Saudi Arabia use recent developments in communication to fight against the current regimes. The cumulative effect of this development is a decline in democratization. The second challenge to the process of democratization is the forces of Islam and nationalism. These are known as the two most influential forces in the region. The development of Islamist factions has serious implications on the democratization process in the region as well as the relationship between Islam states and the rest of the world. For example, countries such as Algeria where Islamist regimes exist but are in their early stages may experien ce a long-term struggle that impacts democratization.Thirdly, the concept of democracy is unfamiliar in the foundations of Islam which is the main religion in the region. In other terms, democracy is irreconcilable with the Muslim religion. This can be supported by the fact that among the number of countries with an Islamic majority only twenty-three percent of them have democratically elected regimes. In fact, only one Muslim nation across the world is considered as democratic.

“The Story of an Hour” by Kate Chopin Essay Example for Free

â€Å"The Story of an Hour† by Kate Chopin Essay In her short story â€Å"The Story of an Hour,† Kate Chopin portrays a woman – â€Å"young, with a fair, calm face, whose lines bespoke repression and even a certain strength† – dealing with the death of her husband. Chopin laces the story with imagery – sounds, smells, sights, and sensations – to highlight contrasting traits of Mrs. Mallard’s experience for the reader. Chopin waits until Mrs. Mallard receives the news of her husband’s death before showcasing her visual exposition. â€Å"When the storm of grief had spent itself,† introduces a weather-oriented comparison that enhances the mental suffering typically felt upon receiving this kind of news. Mrs. Mallard secludes herself in her room and â€Å"There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.† The spring time elements contrast the news that lingers over her: â€Å"The delicious breath of rain was in the air,† â€Å"The notes of a distant song†¦ reached her faintly,† â€Å"Countless sparrows were twittering in the eaves,† Chopin uses these short, but descriptive, sentences to contrast how Mrs. Mallard appears to feel at that moment. The familiar smell of rain creates a connection between the reader and the main character, describing the common â€Å"April showers† that nearly everyone has experienced. As Mrs. Mallard gazes out the window at the â€Å"new spring life,† she hears a person singing and a bird singing. The different descriptions of the spring life function as a barrier for Mrs. Mallard because she now has to deal with the death of her husband and, at the same time, enjoy a beautiful spring day. The imagery Chopin uses to describe Mrs. Mallard’s activities in her room the way she sits in a comfortable chair, and looks out of the window of her room to see trees that were all aquiver with the new spring life are definitely not emblematic of grief. Despite that she was not consciously dissatisfied with her marriage to her husband, she suddenly looks forward to a life lived under her own recognizance. To support the assumption of oppression and sadness in Mrs. Mallard’s past, Chopin says that the clouds â€Å"had met and piled one above the other.† This image of unity symbolizes the happiness that Mrs. Mallard never felt before. The emotional divergence overwhelms Mrs. Mallard, leaving her â€Å"thrown back upon the cushion of the chair, quite motionless, except when a sob came up in her throat and shook her, as a  child who ahs cried itself to sleep continues to sop in its dreams.† The comparison to a child further supports the metaphorical rebirth that she is going through. Mrs. Mallard feels overwhelmed by her day’s happenings until a rush comes upon her. â€Å"When she abandoned herself a little whispered word escaped through her slightly parted lips. She said it over and over under her breath: ‘free, free, free!’† She felt overjoyed about the news of her husband’s death. â€Å"Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body.† This sensation helped her to realize that this event finally gave her the chance to get away and live her life the way she had always wanted to. The reader has just accepted Louises reaction to her husbands death, when the most unexpected happens; Mr. Mallard walks through the door â€Å"a little travel-stained.† This imagery depicts him as worn-down and docile, not valiant. Josephine’s â€Å"piercing cry,† highlights the abruptness of the situation, and serves as a curtain to the scene. By effectively appealing to the senses, Chopin creates a story filled with suspense and dramatic descriptions. Mrs. Mallard feels trapped and alone in her room until she realizes the true potential of the open window that showed her the world outside her dull, gray life, â€Å"She was drinking the very elixir of life through that open window.† Sights, sounds, smells, and sensations all serve to support the reader’s understanding of Mrs. Mallard’s experience.

Analysis of Earthmoving Equipment

Analysis of Earthmoving Equipment Earthmoving equipment is typically used due to the high efficiency of the construction work. In early era human power has been used to move earth requiring plenty of time and manpower. But with the development of technology earthmoving equipment has been introduced to the construction field and nowadays more advanced and easily maneuverable earthmoving equipment are available. Thus the time consumption and manpower is greatly reduced resulting a more efficient and time saving construction methods. There are number of earthmoving equipment that can be used for the construction and each equipment provides a different purpose. (equipment, 2014) Excavators Figure 1: Excavator Excavators are mainly se to excavate soil. Excavators are very useful in deep excavations as well as it can be used for different applications by changing the bucket to different gadgets. Typically excavators are used in cutting trenches, digging holes and foundation pits, Handling of Material , Construction, General grading or landscaping work, Mining of minerals and gems, River dredging, pile driving, , shafts drilling for footings and blasting of rocks etc.(equipment, 2014) Backhoe Figure 2: Backhoe Backhoe is a versatile equipment which widely used in construction industry. It is a combination of an excavator and bulldozer. It can be used for quick earthmoving work and it can replace both excavator and bulldozer if the scale of the work is low. Also due to its 4 wheel system it can easily move through any rough terrain. Hence backhoe is typically seen on any construction field. The levers are operated by hydraulic pistons and the bucket can be replaced with other useful add-ons accordance to the requirement. (equipment, 2014) Bulldozer Figure 3: Bulldozer Bulldozer is a very powerful equipment which can be used to move earth and prepare surfaces. Due to its high power and belt wheel system it is used to move heavy soil lumps in one go. It has a large plate or blade attached to its front which facilitates pushing mechanism of large soil, rubble, gravel or other materials. By changing the blade to a ripper it can be used for farming or ground loosening work. Skid steer loader Figure 4: Skid Steer Loader Skid steer loader is a small scale equipment which can be used for quick work and for the places where large equipment cannot be accessible. Easily maneuverability is one of the main advantage of the equipment. Also it can be used to load soil into dump trucks. The main characteristic of this equipment is its wheel can be rotated independently allowing it to turn in limited spaces. (equipment, 2014) Trencher Figure 5: Trencher Trencher is another useful equipment that can be used to dig trenches in construction work.trencher has a long arm equipped with rotating belt of blades. The blades dig trenches while the equipment is moving along the required line. This can also be used for digging of irrigation channels, foundation trenches, road drainages etc. trenchers are also used in farming industry as well. (equipment, 2014) Motor Grader Figure 6: Motor Grader Motor grader is another useful earthmoving equipment. This equipment is heavily used in road construction. The main purpose of a motor grader is to prepare surfaces according to required slopes and angles. With the long blade attached to front arm of the equipment it can prepare flat surfaces. The motor grader is also referred to as road grader due to its heavy usage in road construction. This equipment is also used in irrigation construction as well. (History of the Bulldozer. Retrieved 2008-12-17.) For the given project I would use excavators, backhoes and Skid steer loader. The main reason for the excavator the amount of soil needs to be excavated to prepare the basement. Backhoes will be used to small scale work and slope preparation work. Skid steer loaders will be used for the small work where space is limited for big equipment. To ensure the equipment is used efficiently, effectively and economically I will preplan the earth moving process and schedule the work plan with allocating time for each equipment so that every equipment is not used at once wasting time. Also I will allocate specific tie limit for each equipment and the operator should be able to finish the allocated work within the given period of time. With such management mechanisms I can use the provided equipment effectively, efficiently and economically. What methods and resources will you employ to ensure safe and productive operations in deep excavations and trenching for your project? Justify your choice. Support your answer with examples. I will use shoring method to ensure the stability of soil while deep excavating and also a safety officer should be allocated for supervision of excavation work. Excavations will not be done on rainy days. Also the excavations will be done maintaining minimum slope angles for stability. There are several steps that need to be taken in order to assure safe and productive opertaions in deep excavations Preplanning of the work to be done taking following factors into account Traffic Proximity and physical condition of nearby structures Soil classification Surface and ground water Location of the water table Overhead and underground utilities Weather Quantity of shoring or protective systems that may be required Fall protection needs Number of ladders that may be needed Other equipment needs Protective Systems OSHA generally requires that employers protect workers from cave-ins by:   Sloping and benching the sides of the excavation; supporting the sides of the excavation; or Placing a shield between the side of the excavation and the work area. Define types of temporary works required to deal with stability and groundwater problems in the project. Typically during excavation process dewatering has to be done while maintaining stability of slopes. There are several practices used in industry maintain stability. Caissons Caisson is a structure that is developed at area if the   site is ashore, yet in the event that the venture site is seaward, it is built ashore and afterward skimmed to the site seaward. In the caisson technique for development, the unearthing is performed from inside the permanent structure. After the caisson is in position, uncovering from inside the caisson structure starts. As the unearthing is done, the caisson structure begins to sink by its own weight, or if fundamental, by forced burdens. This strategy proceeds until the coveted foundation level is accomplished. Figure demonstrates this procedure schematically. ( Wilson,1873) Figure 7: Caissons Installing Ground Freezing The theory of ground solidifying is to change the water in the soil into a strong mass of ice. This mass of ice is totally impermeable. Ground solidifying is utilized for groundwater cutoff, for earth bolster, for brief supporting, for adjustment of earth for passage removal, to capture landslides and to balance out deserted mineshafts. The principals of ground solidifying are undifferentiated from pumping groundwater from wells. To solidify the ground, a column of stop channels are set vertically in the soil and warmth vitality is expelled through these funnels. Isotherms (an isotherm is a line interfacing areas with equivalent temperature) move out from the stop channels with time like groundwater forms around a well. Once the earth temperature comes to 32  °F (0  °C), water in the soil pores swings to ice. At that point additionally cooling continues. The groundwater in the pores promptly solidifies in granular soils, for example, sands. For example, soaked sand accomplishes magnificent quality at just a couple of degrees underneath the point of solidification. On the off chance that the temperature is brought down further, the quality increments hardly. In strong soils, for example, muds, the ground water is molecularly fortified at any rate to some degree to the soil particles. On the off chance that delicate mud is chilled off to solidifying temperature, a few segments of its pore water to start to stop and it causes the earth to harden. With further decrease in temperature, more pore water solidifies and subsequently more quality pick up is accomplished. When planning for solidified earth structures in firm soils, it might be important to determine generously bring down temperat ures to accomplish the required quality, than in attachment less soils. A temperature of +20  °F might be adequate in sands, though temperatures as low as -20  °F might be required in delicate soils. The outline of a solidified earth obstruction is represented by the warm properties of the fundamental oils and related reaction to the solidifying framework. Arrangement of solidified earth boundary creates at various rates relying upon the warm and water powered properties of every stratum. Ordinarily, shake and coarse-grained soils solidify quicker than muds and sediments. (Jessica Morrison ,2013) Figure 8: Ground freezing method Dewatering Methods Wellpoints The wellpoint comprises of an opened or punctured pipe which is secured with a screen work. At the foot of this pipe is a hole which licenses flying of the pipe into the ground amid foundation. A well-point dewatering framework comprises of a progression of firmly set little distance across wells introduced to shallow profundities. These wells are associated with a pipe or header that encompasses the removal and is joined to a vacuum pump. The development ventures in the well point framework are: 1. The wellpoints are jetted into the ground; 2. The annulars void is filled with filter media; 3. The wellpoints are connected to a header pipe by means of a riser; 4. The header pipe is connected to suction pumps for pumping. Powers, J. Patrick (1992). Figure 9: Well points What types of plant and equipment will you use in substructure and drainage activities in your project? Justify your choice. Support your answer with examples. For the given project first thing that needs to do is providing drainage. While providing proper drainage by means of dewatering pumps and wells. Then to stabilize the earth proper shoring should be needed. Once the shoring is properly established further excavation and substructure work can be commenced. Drainage and dewatering Backhoes Dewatering pumps Drilling machines Hoses Generators etc. Earth stabilizing Shoring machines Cranes Welding plants Backhoes and excavators Substructure work Skid Steer loader Backhoe Excavator Piling machine What techniques of installing piling systems and ground stabilization activities will you use in your project? Justify your choice. Support your answer with examples. The foundation procedure and technique for foundations are similarly critical components as of the outline procedure of heap foundations. Pilefoundation techniques are foundation by heap mallet and exhausting by mechanical auger.In request to evade harms to the piles, amid plan, foundation Methods and foundation hardware ought to be precisely selected.If foundation is to be done utilizing pile pound, then the accompanying components ought to be taken into thought: Size of the pile and the weight of the pile The available head room and space The availability of supporting equipment and machinery The noise pollution and regulations. The driving resistance for the designed drilling Pile driving methods (displacement piles) Methods of pile driving can be categorised as follows: Dropping weight Explosion Vibration Jacking (restricted to micro-pilling) Jetting Drop hammers   Ã‚   A hammer with around the heaviness of the pile is brought a reasonable stature up in a guide and discharged to strike the pile head. This is a straightforward type of mallet utilized as a part of conjunction with light casings and test piling, where it might be uneconomical to bring a steam heater or compressor on to a site to drive extremely set number of piles. There are two main types of drop hammers 1. Single-acting pile hammers which operates using steam or compressed-air comprise a large weight in a cylindrical container. Steam or compressed air rises it up the fixed piston rod. At the top of the blow, or at a reduced height which can be operated by the operator, the steam is cut off and the cylinder falls freely on the pile helmet. 2. Double-acting pile hammers can be run by steam or compressed air. A pilling mount is not mandatory with this mode of hammer which can be fixed to the upperpart of the pile by leg-guides, the pile being directed by a timber structure. When used with a pile mount, back directs are fastened to the hammer to engage with leaders, and only short leg-guides are used to stop the hammer from moving relatively to the top of the pile. These type of hammers are used mainly for sheet pile driving. Pile driving by vibrating Vibratory sledges are normally electrically fueled or using pressurized water controlled and comprises of contra-pivoting unconventional masses inside a lodging connecting to the heap head. The abundancy of the vibration is adequate to separate the skin erosion on the sides of the heap. Vibratory strategies are most appropriate to sandy or gravelly soil. Jetting:to help the entrance of piles into sand or sandy rock, water streaming might be utilized. In any case, the strategy has exceptionally restricted impact in firm to solid muds or any dirt containing much coarse rock, cobbles, or stones. Boring methods (non-displacement piles) Continuous Flight Auger (CFA) Hardware contains a portable base transporter fitted with an empty stemmed flight wood screw which is pivoted into the ground to required profundity of pilling. To shape the heap, cement is put through the flight twist drill as it is pulled back from the beginning. The twist drill is fitted with defensive top on the outlet at the base of the focal tube and is pivoted into the ground by the top mounted turning pressure driven engine which keeps running on a transporter joined to the pole. On achieving the required profundity, profoundly workable cement is pumped through the empty stem of the wood screw, and under the weight of the solid the defensive top is disconnected. While pivoting the wood screw in an indistinguishable bearing from amid the exhausting stage, the ruin is removed vertically as the twist drill is pulled back and the heap is shaped by loading with cement. In this procedure, it is essential that pivot of the wood screw and stream of cement is coordinated that fall of sides of the opening above cement on lower flight of twist drill is evaded. This may prompt to voids in loaded with soil in cement. The strategy is particularly viable on delicate ground and empowers to introduce an assortment of exhausted heaps of different widths that can infiltrate a large number of soil conditions. Still, for fruitful operation of revolving twist drill the dirt must be sensibly free of tree roots, cobbles, and stones, and it must act naturally supporting. Amid operation little soil is brought upwards by the twist drill that horizontal burdens are kept up in the dirt and voiding or extreme slackening of the dirt limit. Be that as it may, if the pivot of the wood screw and the progress of the twist drill are not coordinated, bringing about evacuation of soil amid penetrating perhaps prompting to fall of the side of the gap. Figure 10: Piling and Auguring Underreaming An extraordinary component of wood screw exhausted heaps which is here and there used to empower to misuse the bearing limit of appropriate strata by giving a developed base. The dirt must be fit for standing open unsupported to utilize this method. Firm and to hard muds, for example, the London dirt, are perfect. In its shut position, the underreaming instrument is fitted inside the straight area of a heap shaft, and after that extended at the base of the heap to create the underream appeared in fig. 3.Normally, after establishment and before cement is threw, a man conveying enclosure is brought down and the pole and the underream of the heap is reviewed. (Fleming et al, 1985,) What methods and processes of constructing foundations including will you use in your project? Justify your choice. Describe the resources that you will use for the construction of foundations. Justify your choice. In the event of soils having low bearing limit, overwhelming auxiliary burdens are generally bolstered by giving Raft or tangle establishments. Likewise if the structure is defenseless against subsidence on being situated in mining range or because of questionable conduct of its sub-soil water condition, flatboat or tangle establishments ought to be favored. Raft or Mat Foundations gives an efficient answer for troublesome site conditions, where heap establishment cant be utilized profitably and free section balance gets to be distinctly impracticable. Raft or tangle establishments comprises of thick fortified solid slab covering the whole range of the base of the structure like a story. The piece is strengthened with bars running at right points to each other both close base and top face of the section. Now and again it is important to convey the over the top section stack by a course of action of reversed principle shafts and auxiliary bars, cast solidly with the flatboat piece. The Raftslab for the most part ventures for a separation of 30 cm. to 45cm. on every one of the sides of the external dividers of the structure in that capacity the region of exhuming is marginally more than the range of the structure itself. The unearthing is made to the required profundity and the whole uncovered territory is very much united. This surface, when dry, gives the base whereupon the flatboat or tangle section is laid. Every one of the precautionary measures that are important to be seen amid the strengthened solid development are entirely clung to and promote development is begun simply after the curing of the Raft has been completely done.Halpin, Daniel W.; Senior, Bolivar A. (2010). Describe methods and resources that you will use in processes, undertaking drainage works including culverts and installing services in your project. Culverts and drainage works Excavation The area of the proposed drainage will be set out on the ground by checking with paint and pegs at pit areas. Where works are along edge of existing roadway movement light or stop/go framework might be set up to do works. A trench will then be unearthed between pits utilizing an excavator with material stacked to dump truck. The trench width will differ contingent upon the measure of the pipe. Installation Where drains are being introduced a layer of geotextile material should be put along the framework of the trench and a layer of channel stone might then be put in base of trench to get pipe work. The pipe work should then be laid to the right line and level by utilizing a review laser Backfilling of Ducting The remaining stone might then be put by six ton dumper up to underside of topping where geotextile should be turned out under topping layer. The rest of the depleted might be bested up once surfacing works are done up to wearing course level. Establishment of layer of Geogrid should likewise be done at this stage. All chambers on the deplete lines might be built with pre-thrown solid catch pits and should be put as pipeline continues. (Turner-Fairbank Highway research Center ,1998) Figure 12: Culverts What types of plant and equipment will you use in the construction of superstructure your project? Justify your choice. Support your answer with examples. Construction of superstructure requires lot of machinery and equipment and the uses may vary throughout the different stages of the project. Following are a list of equipment and the uses of each equipment. Equipment Uses Batching plant Concrete Production Concrete pump Concrete pouring to higher levels Tower crane Shifting materials Elevator Shifting materials and laborers Formwork systems Form the structure Scaffolding For higher level work Poker vibrator For compaction of concrete The batching plant will produce concrete required to construction and concrete mixture truck and pump will support to pour concrete to slabs, columns and beams. Tower crane and elevator will help to move goods and laborers respectively. Scaffoldings, formwork systems and poker vibrator will be used for concrete pouring and form the columns, slabs and beams of the building. What methods and resources will you use in undertaking the main forms of structural activities in you project? Include the use of concrete in its various forms as well as the use of structural steelwork. Provide relevant examples. Justify your choices. Mainly concrete will be used together with steel to form the superstructure. Typically formwork will be established first and then concrete together with steel will be used to cast columns, beams and slabs of the building. For the aforementioned task concrete pumps, poker vibrators, laborers and skilled supervisors will be needed. Concrete is typically used for this type of construction work due to its workability. Liquid state of concrete allows us to cast different required shapes and forms of structures with ease. Whereas steel is a pre-fabricated material hence steel does not provide the freedom to use for different shapes. But steel is also a very good construction material which facilitates fast construction. Structural steelwork can be used together with concrete to produce composite structures. Also steel can be used alone for buildings as well. (Concrete Association, 2013) What methods of false work and formwork will you use in the superstructure activities in your project? Provide examples. Justify your choice. What processes of concrete production, delivery and placement will you use in your project? Justify your choice. Formwork implies the surface of the frame and surrounding used to contain and shape wet cement until it is self-supporting. Formwork incorporates the structures on or inside which the solid is poured and the casings and propping which give soundness. Albeit ordinarily alluded to as a component of the formwork get together, the joists, bearers, propping, establishments and footings are actually alluded to as false work. Formwork development may include high hazard exercises like working fueled portable plant like cranes, working at stature and unearthing establishments. The outline of the last solid structure can majorly affect the simplicity of formwork development and the wellbeing and security of individuals amid development. For the most part the more essential and basic the last solid structure, the more secure it is to develop, erect and destroy the formwork. An accomplished formwork creator ought to be counseled amid the plan of in-situ solid structures to empower the wellbeing and dangers amid formwork development and destroying to be considered in the outline. The formwork originator must be equipped in formwork configuration including reporting brief work stages and exceptional gear required for safe formwork development on location. A creator may utilize a specialized standard or a blend of gauges and building standards significant to the plan prerequisites the length of the result is an outline that meets administrative necessities. Concrete production Concrete Batching plant Concrete will be produced in a batching plant to ensure the quality and strength of the concrete. Concrete Delivery Mixture truck Mixture trucks will be used to deliver concrete to the site from the batching plant to prevent loss of workability and quality of concrete Concrete Placement- Concrete pump truck Concrete will be placed to higher levels using a concrete pumping truck. This way we can efficiently pour concrete.   (Concrete Association, 2013) Identify and assess the hazards arising from the substructure activities. Falling of unstabilized soil Falling to deep excavated trenches and pits Hazards associated with excavators Shorings can be weak Damages to underground electrical wires Explain the legal framework of health, safety and welfare and the requirements of the current CDM Regulations. The Construction (Design and Management) Regulations 2015 (CDM 2015) addresses the management of health, safety and welfare of workers in construction projects. CDM 2015 substituted the Construction (Design and Management) Regulations 2007 (CDM 2007) and the Accepted Code of Practice which is providing supporting direction on CDM 2007 was inhibited. CDM 2015 aims to uplift health and safety in the industry by providing guidance to: Rationally plan the work so the risks tangled are succeededthroughout. Have the correct people for the correct job at the correct time collaborate and organize your work have the properinfo about the risks and how they are managed convey information efficiently to those who need to know consult and occupy workers for the risks management activities and educate them how they are being managed The CDM2007 Regulations expect to lessen development mischances and sick wellbeing in Great Britain by empowering the different partners of the development business to enhance in arranging and dealing with their activities contemplating matters of security and wellbeing at an early stage in the venture definition. By beginning concentrating on these basic focuses toward the start of a venture, dangers can be recognized and supervisors can use sound judgment in front of challenges. In this new form of the directions, the HSC concentrates on correspondence and co-appointment between every one of the gatherings required in the development venture and set up a few obligations for each of the distinctive partners. It likewise highlights that the measure of printed material and all the administration brought on by the past rendition of the controls ought to be diminished and the attention put on the arranging and administration. The CDM set up commitments for customers and fashioners. The fundamental commitment forced to the customer is to delegate the primary partners for the arranging and the acknowledgment of development work. By development work, the CDM extensively alludes to the doing of building, structural designing or building development word .Among the dutyholders which take an interest to the doing of the venture are the Client, the Designer, the CDM-Coordinator, the Principal Contractor and the Contractors. (The Construction (Design and Management) Regulations ,2007) Evaluate and justify the role of the planning coordinator who has been appointed to the project. Construction project coordinators plan, organize, and guide the actions of a construction project, under the guidance of a manager. He works on-site most of the time, over looking the day-to-day tasks of the project. He works for residential, commercial and industrial construction companies or for construction departments of companies outside the construction industry. Generally, construction project coordinators: Make contracts and negotiate alterations to contracts with architects, consultants, clients, suppliers, and subcontractors. Suggest and implement QC programs. Make progress reports for clients. Control the acquisition of building materials and land. Hire and supervise subcontractors and staff. During the excavation works the contractor found that the sub-soil in a section of the site to be contaminated. All site activities were halted pending further investigations. Following the investigations it was found that the site was contaminated with caustic soda and from material linked to buried heavy fuel tanks. The client has asked for a design solution to the problem. The contaminated ground can be treated with 5% ferric chloride treat the caustic soda contamination. Proper waterproofing of basement can further ensure that the caustic soda intrusion is completely blocked. Burried heavy fuel tanks should be properly sealed to prevent further leakages. If the contaminated section can be completely removed it should be removed and disposed safely to continue construction work. (Risk Assessment Guidance for Superfund, Human Health Evaluation Manual) Produce a risk assessment for the above problem. Hazard identification Caustic Soda and Heavy fuel Contamination. Laborers and stakeholders can be affected Sub soil needs to be treated or removed