Developments

Professor Massey 10-22-2009 Lifep development Seven up paper In the documentary Seven Up, I had to watch Suzy grow up. Suzy seemed to have been raised with good morals and with both parents influencing her decisions in video. When she goes home her mom makes her tea, she watches TV with her mom, does homework and then sees her father. She is usually in bed by 7 p. m. She seems to be from the upper class because of the type of school she is at and how she portrays herself. She is receiving a very good education in the first video and she wanted to go to college or the university in the area.

Suzy reports that she has a boy friend that is 13 and also partakes in ballet. She wants to have two kids and wants a nanny to help raise them. Her parents are the most influential people in her life and have been helping her make better decisions. Suzy also acts a little raciest when she states that she doesn’t want to know any colored people. I think the fact that she doesn’t want to meet any colored people will hurt her in the future because everyone in the world will meet someone they don’t want to meet. People see all races and all different kinds of people without trying.

She will have to accept the fact that she will meet colored people. Suzy’s attitude at her age makes me feel like she will be in many relationships. She is only seven and has a boy friend that is thirteen. I believe that the way she was raised has an impact on that. If she was raised to find a boy and marry him and have children that’s what she will try to do. Suzy has a very outgoing personality. At the age of seven she has a boyfriend and already knows what she wants in life. She wants to raise her kids with help and at the age of 23 I still don’t know about what I want. She seems like she is older then she really is.

I feel that she is this way because it is how her mother and father raised her to be. I believe her parents told her that she has to work for what she wants and that nothing is going to be given to her. Her self esteem seems to be really high and she was always smiling. I feel like because the way she was raised, she will be able to handle different circumstances in her life. Her sense of diversity is not very good. She does not want to meet any colored people, which is not a good thing to have in the real world because if she is to work in any business she will have to work with all different races.

Suzy’s young adult hood will be a challenging one. She will have to learn to work with new and different people that she may not want to work with. She also would have to deal with meeting a colored person which she made clear that she didn’t want to meet. I believe once she allows herself to be able to work with all these different people she will have a successful life and career. In her middle adult hood years she will be having a good career starting to settle down and being home more with her children. She will be able to retire while her husband works and take care of the house.

I believe overall her life will be a good one and she will be happy through most of it. I feel like Suzy will work in a business and end up in a high position in the business world. As I said earlier, Suzy would like to have two children after she gets married. She would like to be married around the age of 27 or 28. She would hire a nanny to help her take care of the children while her husband and she are at work. I also believe that Suzy will accomplish almost all the goals she set for herself. She had a good head on her shoulders when she was younger and I think that helped her out throughout her lifetime.

Introduction:

Throughout the centuries, developments in transportation and communications technologies have weakened the barriers of space and time and brought people progressively closer together (Isard, 2005, p.3). Along with the increasing connectedness, the cooperation of international trade, economy, education and cultures also have become integrated, and this progress can be defined as globalization. The economic area perhaps is the most significance symbol of globalization. A well-regulated financial market is the cornerstone of the global economy. As an indispensable part of economic globalization, financial globalization plays a key role in promoting the economic development and stability. According to a number of policies and methods, it could help to raise the growth rate in developing economies through foreign direct investment, risk management, technical assistance and so on. However, the financial globalization not always show the positive effects, financial crisis could leads to panic and economic depression, even develop into a disaster. Therefore, global economy can profit from getting a clearly perspective of financial globalization, and to make global economy system work better. This essay describes the increasingly developing period of financial globalization through two significant organizations, and then discusses the benefits of it.

For the developing economies, several strategic policy measures and organizations are established to avoid international economic disorder and promote global cooperation. In recent decades, high capital mobility and a great deal of gross international financial flows are the results of the increasingly significant financial globalization, especially in the developing economies (Obadan, 2006, p.317). In this aspect, private capital flows to developing countries increased dramatically from US $62 billion in 1991 to almost US$226 billion in 2000, and falling to US$160 billion in 2001(World Bank, 2002, p.32). Also, according to Obadan (2006, p.317), “between 1997 and 2000, cross-border capital flows increased from less than 3% of GDP to 17% for advanced economies and from virtually nothing to about 5% for developing economies”. The International Bank for Reconstruction and Development (the World Bank) and the International Monetary Fund (IMF) are two main organizations, which promote global cooperation and avoid international economic disorder. The World Bank was established to finance economic reconstruction and development. The IMF has four purposes – first of all, it promotes international monetary cooperation. it also facilitates the expansion of international trade. To be specific, the IMF creates employment opportunities, improves real income and develops the productive resources. Thirdly, it maintains an orderly exchange rate system. Lastly, the IMF makes some financial resources available to members to decrease the balance of payment adjustment (Isard, 2005, p.69). Until now, there are 187 countries participated in this organization to promote international monetary cooperation (IMF, 2011).

Financial globalization boosts the economic development through economic reforms and financial liberalization and capital markets able to access private global capital markets. The increasing trans-border financial flows through various channels contribute to integrate the financial markets into a global whole. And a myriad of benefits come from the development of global financial integration. One benefit of financial globalization, for the developing countries, is improving access provides a rich source of capital at a lower cost. And abundant capital makes increase potentially productive and creditworthy projects available (Das, 2010, p.100). Take the emerging-market economies (EMES) as an example, EMES are able to provide more cheaper loans than main lending markets. Secondly, the advanced industrial economies not only can get higher rates of return due to the cheaper loan interest rate, but also can diversify risk by investing in the EMES. Thirdly, a growing number of branches of financial institutions, which come from advanced industrial economies, improve the level of efficiency of local institutions with the increasingly fierce competition (Das, 2010, p.101). Fourthly, governments also profit from the competition. The authorities learn the value of market discipline and pay for the policy mistakes and establish new macroeconomic policy discipline (Das, 2010, p. xvii).

As an inevitable part of financial globalization, the global financial crisis showed the huge negative effects on world’s economies. Past episodes of financial globalization were all success cases for contributing to financial stability and supporting high growth of economy, yet they all meet the crises. On 15 September 2008, Lehman Brothers, which was the fourth largest investment bank in the USA, declared bankruptcy, and this lead to the financial crisis spilled over globally (Das, 2010, p.127). The bankruptcy of this excellent investment bank shocked the financial world, causing panic in the global financial system. At this point, a great deal of the world’s largest banks were short of money, even some of them were near collapsed. However, why the current crisis happened so suddenly after more than 15 years of successful growth of the global economyOne major course of this financial crisis was the built-up of risk. Some banks and financial institutions over puddle the sub-prime mortgage because of greedy, even they lent money to some people who had problems repaying the loans. This lead to excessive risk was built-up in the global financial system for a long time, and this bubble burst until the risk was too high to afford (Das, 2010, p.132). With the financial cooperation closer and closer, this current crisis was widespread. According to IMF (2009), there were 78 countries recorded negative GDP growth in 2009. More and more economies realized that this crisis was totally a disaster of global economy, and they started to look for some measures to deal with it. Global crisis requires a global solution, for this reason, many countries and economies worked together to solve problems. For instance, Chinese government and American Government provided $ 600 billion and $ 700 billion separately to stimulate economic development. On the other hand, the IMF and the World Bank published a series of polices and provided much cheaper loans to encourage economic recovery immediately.

Obviously, financial globalization plays a key role in economic globalization, and boosts the economic development. It leads to high capital mobility and a large volume of international financial flows. Financial globalization results in several benefits on the economic growth. It also shows some negative effect on the global economy simultaneously, particularly the serious financial crises. However, the key challenge is not to resolve whether the advantages outweigh the disadvantages but to find effective measures to address the problems, which are caused by the financial globalization, to make the process of financial globalization work better (Isard, 2005, p.6).

References:

Das, D. K., 2010. Financial globalization: growth, integration, innovation and crisis. London: Palgrave Macmillan.

International Monetary Fund, 2009. World Economic Outlook. Washington. DC. April.

International Monetary Fund, 2011. About the IMF. (Updated 23 May 2011) Available at: [Accessed 24 May 2011].

Isard, P., 2005. Globalization and the International Financial System. Cambridge: Cambridge University Press.

Obadan, M.I., 2006. Globalization of finance and the challenge of national financial sector development. Journal of Asia Economics. 17, pp.316-332.

World Bank, 2002. World development indicators. Washington, DC: The World Bank.

Introduction

In the past two decades, concerns have been raised over the impact globalization has on sustainable development (Carvalho 2001). In particular, the activities of international firms have been seen as a threat to sustainable development. As such, sustainability issues have become the focus of the international agenda today. A range of issues such as trade, inter alia, international governance, development cooperation, environment and resource management have topped the global agenda (Carvalho 2001).

In view of the above, this paper examines the ways in which activities of international firms threaten sustainable development. The paper recognizes that while foreign firms may have socio-economic benefits and environmental spillover benefits in host country, the activities of international firms to a large extent threaten sustainable development. The analysis also suggests some of the ways through which governments may seek to reduce the threat and make globalization work for sustainable development.

An analysis of the topic will be incomplete without defining the concept of sustainable development.

Sustainable development

As defined by Brundtland commission, Sustainable development is the development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (World Commission on Environment and Development, 1987, p 43). It comprises of three main areas that often intertwine: environment, society and economy.

The sustainability paradigm requires environmental protection and social welfare to be constituted as an integral part of the development process (Carvalho 2001). It rejects the contention that casualties in environmental and social realms are inevitable and acceptable consequences of economic development and seeks a future in which the three components are balanced in pursuit of development (Carvalho 2001).

Fig.1 Diagrammatic representations of the sustainability paradigm (Moir & Carter 2012)

Ways in which activities of international firms threaten sustainable development.

The issue of whether activities of international firms exert pressures on environment has fueled much of the ongoing debate on international trade and environment (Kirkpatrick et al. 2004). On one side, international firms are seen to contribute to sustainable development whereas on the other hand, they serve as impediments to this transition. Some of the benefits of international trade include increased investment flows and production of goods in which a country has a comparative advantage in (DFID 2002). Countries also benefit through access to foreign markets that allow for better exploitation of economies of scale (Kirkpatrick et al. 2004).

Beyond the economic benefits, FDI can also contribute positively to the environment. Multinationals may contribute to climate change mitigation in important ways. They can play a greater role in the shift towards a low carbon economy. Multinationals may contribute to sustainable development through international transfer and diffusion of low-carbon technologies to the host country (Randaccio 2012).The cleaner production technologies used by multinationals may be absorbed by local firms (Randaccio 2012).

In fact, the presence of international firms in developing countries may yield substantial environmental benefits, a process known as Pollution Halo effect (Randaccio 2012). As pointed out by Dean & Lovely (2010), FDI may bring greener technology to a country’s fragmented sector. This is particularly evident with top Chinese firms which have benefited from environment spillover effects. A study by Marconi & Sanna-Randaccio (2011) found that top Chinese firms used Clean Development Mechanism (CDM) projects in many areas to adopt technology provided by leading foreign firms.

It is clear from the above that activities of international firms may contribute to sustainable development through international transfer of cleaner energy production technologies and through the transfer of financial resources and managerial skills to resource-constrained economies (Randaccio 2012)

However, while such multinational firms may have positive socio-economic benefits and environmental spillover benefits in the host country, their activities may as well threaten sustainable development. The negative effects can be categorized into: scale effects, structural effects, production and distribution effects and regulatory effects.

Scale effects

While cross-border investments may increase the scale of production and consumption; it may as well have adverse social and environmental impacts. The increase in production may be accompanied by an increase in resource material use and higher levels of pollution (Kirkpatrick et al. 2004).

Structural effects

Structural changes in the economy of a country may occur as a result of trade liberalization (Kirkpatrick et al. 2004). Where such changes favour industries that extract less natural resources, the impact on sustainable development becomes positive (Kirkpatrick et al. 2004). However, where such changes favour industries that extract more of the natural resources, the effects occur in the opposite direction (Kirkpatrick et al. 2004).

Production and distribution effects

The transfer of production from the foreign country to the host country may have certain distributional effects in the host country. The consequent distributional effects between trading partners may be damaging to the environment (Kirkpatrick et al. 2004). In particular, trade liberalization may result in ‘pollution havens’ (Smarzynska & Wei 2004)

Regulatory effects

The regulatory effect may be positive or negative. A positive effect may occur where increase in trade may stimulate adoption of environmental standards whereas a negative effect may occur where policies and regulations are constrained by the need to comply with multilateral agreements (Kirkpatrick et al. 2004)..

Fig.2 Impact of trade policy on sustainable development (Kirkpatrick et al. 2004).

Although activities of international firms may have positive or negative impact on sustainable development, the overall trend that has been observed across the globe has been negative. In many countries, the viability of the ecosystems has been threatened by the activities of multinational firms. Since most of these international firms are purely profit driven, their activities have led to the depletion of tropical forests, marine pollution, habitat destruction, and extinction of endangered species, land degradation and loss of crop cover (Moir & Carter 2012).

A prime example can be seen with Shell’s operations in Nigeria. Given the abundance of natural resources, particularly the vast reserves of petroleum, Nigeria has played host to oil multinationals (Kadafa 2012). The activities of Shell have turned hitherto productive areas into wastelands, adversely affecting the livelihoods of the local community who are predominantly small-scale farmers (Kadafa 2012).

The loss of natural capital and degradation of land especially in the delta region has forced the affected delta community to migrate to other productive regions (Kadafa 2012). This has also heightened tensions between the local community and oil operating companies (Kadafa 2012). This notwistanding, gas flaring in the region has contributed significantly to greenhouse gases and air pollution which has had dire consequences on ecology.

A similar scenario can be seen with the activities of Multinational oil companies in Angola. Oil exploration in Angola has also adversely affected fish farming in Cabinda (Agostinho et al 2005). Other popular examples include Exxon Valdez and BP oil spills, which have had the largest and most damaging impact on the environment.

Ways in which government can seek to reduce the threat

Governments have a greater role to play in reducing such threats. Governments can adopt a number of measures which include:

Offering financial incentives to encourage environment friendly activities.
Closely monitoring activities of international firms to ensure compliance with the set environment standards
Ensuring adherence to the ‘polluter pay principle’ which require the person responsible for pollution to bear the cost (Harris 1995).
Ensuring that areas under agriculture, forestry and aquaculture are managed sustainably (Carvalho 2001)
Safeguarding endangered species and protecting their habitats (Carvalho 2001).
Auditing environmental and social management systems of international firms (Harris 1995)
Ensuring that multinationals have contingency plans in place to prevent the adverse impacts of their activities on environment
Engaging and consulting with the local community when undertaking projects (Harris 1995)
Requiring multinationals to disclose information on project risks and their approach to mitigation
Ensuring a robust environment and social impact assessment (ESIA) is undertaken by international firms before commissioning of a project (Harris 1995)
Promoting international trading system that enhances sustainable development.
Conclusion

It is clear from the above that the activities of international firms threaten sustainable development in a number of ways. Cross-border investments increase production which is accompanied by an increase in resource material use and higher levels of pollution. Trade liberalization may result in ‘pollution havens’. Also, environment policies and regulations may be constrained by the need to comply with multilateral agreements.

On the contrary, the activities of international firms may contribute to sustainable development through international transfer of cleaner energy production technologies and transfer of financial resources and managerial skills to resource-constrained economies. The overall trend on sustainable development has however been negative. In many countries, the viability of the ecosystem has been threatened by the activities of multinational firms.

Reference

Anon, 2010. Republic of Angola national marine oil spill contigency plan. BCLME region – Angola

Carvalho, G.O., 2001. ‘Sustainable development: is it achievable within the existing international political economy context?’ Sustainable Development, 9, 61-73

Dean, J. M. and Lovely, M. E., 2010, China’s Growing Role in World Trade, NBER Conference Report series. Chicago and London: University of Chicago Press, pp. 429-69,

DFID, 2002. Sustainable Urbanisation: Achieving Agenda 21, UK Department for

International Development and UN Habitat,

Harris, G., 1995, ‘Transnational Corporations’ Strategic Responses to “Sustainable Development”’ , In: Helge Ole Bergesen, Georg Parmann, and Oystein B. Thommessen (eds.), Green Globe Yearbook of International Co -operation on Environment and Development 1995, Oxford: Oxford University Press, pp.93–106.

Kadafa, 2012. “Oil exploration and spillage in the Niger Delta of Nigeria”. Civil and Environmental Research, vol.2 (3)

Kirkpatrick, C., George, C., Scrieciu, S.S., 2004. The implications of trade and investment liberalization for sustainable development: review of literature. The University of Manchester

Marconi, D. and Sanna-Randaccio, F., 2011, The Clean Development Mechanism and Technology Transfer to China. Social Science Electronic Publishing, Inc

Moir, S. and Carter, K., 2012. ‘Diagrammatic representions of sustainability – a review and synthesis’. In: Smith, S.D (Ed) Procs 28th Annual ARCOM Conference, Edinburgh, UK, Association of Researchers in Construction Management, 1479-1489.

Randaccio, F.S., 2012. Foreign direct investment, multinational entreprises and climate change. Review of Environment, Energy and Economics

Smarzynska J. B. and Wei, S.J., 2004, Pollution Havens and Foreign Direct Investment: Dirty Secret or Popular Myth?, Contributions to Economic Analysis & Policy, 3: 1-32.

World Commission on Environment and Development, 1987, Sustainabilty, Oxford University press

Positive experiences during pen/fertile windows result in positive outcomes, as do negative experiences result in negative outcomes”. (Seven skills for school success, 2009) For example, If an Infant Is hungry and is fed they will learn to trust, but if no-one feeds them they will learn not to trust. In the same way, different transitions can affect the development of younger children as emotional trauma can have a negative Impact on early development. Emotional trauma also interferes with the brain’s ability to use rational thought to decode our emotions, it over-sensitizes us to stress and causes us to overreact to tuitions.

Younger children may not be able to explain or understand their feelings as easily as older children and so may need more support and help in dealing with any emotional transition. An incident which may seem Insignificant to an adult may better able to understand, deal with and express their emotions; however because of being more mature they may be exposed to more serious emotional traumas or more aware of emotional transitions that younger children may be shielded from.

In young people this could maybe be manifested in them becoming withdrawn and not mating to talk about their emotions. Throughout any emotional transitions teaching staff can be of help and support by being a positive presence in the child’s situation. This could be in the form of offering support and reassurance, being a shoulder to cry on, someone to talk to or a listening ear. Some pupils may be reluctant to talk and become withdrawn, in which case they could be reassured that did they wish to talk or need any help that there wanting to help.

Physical: A physical transition could simply be moving from one activity to another. If a child is absorbed in what they are doing then they may find this difficult and be reluctant to change, if this is a regular occurrence their development may be hindered if they are not taking part in a range of activities and widening their experiences. This would probably be more of an issue with younger children and maybe with those who have different activities and lessons within the same learning area/classroom. A more major physical change would be moving house or school.

This was my experience when I was 13, it wasn’t easy starting a new school part way through the year as Ewing the ‘new girl’ focused attention on you when you wanted it the least! In the year 1 class that I help in a new pupil has Joined the class in the past few weeks. She has moved from another school nearby so knows a few of the pupils in her new class. The teacher has tried to help her transition by sitting her next to the girls she is already familiar with and offering reassurance throughout the day.

When an activity is started that is not familiar (such as assembly) the teacher explains to her what we are doing, where we do it, and why. On Friday afternoons the school has a parent’s assembly and any certificates are handed out, good work is acknowledged and a pupil from each class is nominated as the head teachers ‘special person’. At the end of her first week of school the ‘new girl’ was awarded the title of special person’ for settling into her new class so well and trying so hard to make new friends. I think this helped to give her a sense of achievement and to feel accepted into her new class and school.

This so far has been a positive transition, helped by the teacher, teaching assistant and pupils, but if support and reassurance had not been offered it may not have been so successful. Physiological: Physiological transitions may be on-going and harder to manage or understand for children. Younger children may not be aware of the consequences of a physiological change, such as a long-term illness. For older children this type of transition could be experiencing puberty, in which case they may be self-conscious and reluctant to ask for help or advice.

Depending upon what the change is and the severity of it this could affect the child or young person’s development in a physical way. To be of any help or support regarding physiological transitions it would be imperative to show insensitivity and may be necessary to communicate with parents or the SENSE to be fully aware of the needs of the child and the changes they are facing. Intellectual: This type of transition may be more difficult for younger children to face, for instance from pre-school to reception class.

The change in routine or surroundings or longer people the move from primary to secondary school or college to university could be equally daunting. These changes could hinder or affect development if a child or young person is struggling to settle into their new environment and routine. To make his transition easier and less daunting it helps if the child knows what to expect when the change comes, for example who their teacher will be, which classroom they will be in, how their day will be structured.

This could be helped by having a visit to the new school or class before the transition takes place, and being reassured that there will always be someone that they can talk to or ask questions if needed. Positive relationships: In periods of change children should be given opportunity to talk or ask questions about what is going to happen so that they feel more prepared for any imminent hanged. If this opportunity is given it can help to reduce any negative or harmful effects on their development.

For some periods of change such as bereavement this is not always possible, but it is important to offer support and a listening ear at the time. It is important for children to have positive relationships during periods of change. “Our capacity to cope with change is one component of our mental health. It is shaped by our own unique combination of nature, nurture and events. Many children will have experienced warm, consistent, predictable care and will see adults s reliable, supportive and caring when dealing with difficult thoughts, feelings and events.

Sadly, others will have experienced adults whose responses have been unsupported and not in tune with their needs. Their experience has been that adults do not care and cannot cope or be depended on. ” (youngish. Org) For children and young people who do not have positive relationships at home a teacher or teaching assistant may be their next option for someone to talk to and find support, advice and a listening ear. Disabilities: There is a vast spectrum of disabilities that can affect children and young people.

A disability is something that limits your ability to do day to day activities. It could include problems with sight, hearing, speech, memory or mobility. “A disability doesn’t have to be a permanent condition it can also be an illness like cancer or a mental health problem that comes and goes. A learning disability affects someone’s ability to learn, understand or communicate. ” (menace. Org) There are different types of learning disability, from small problems through to a severe disability that may affect someone’s whole life and may affect development is a number of different ways.

Some conditions can cause learning disabilities such as: Cerebral palsy, Epilepsy, Autism or Espalier’s syndrome. Children with a learning or physical disability may be subjected to prejudice or discrimination at school. They may be bullied or ridiculed by other students which will affect their self-confidence and in turn affect their learning capabilities and development. If children and young people have the support, understanding and resources that they need this can enable them to be more confident, independent integrated in school life. Some disabilities that could affect development are:

Autism; autism is a developmental disability which affects how a person relates and communicates with other people and the world around them. A child/young person with autism finds it difficult to understand facial expressions or the tone of a voice. Could affect their ability to development or interact in social settings or in the classroom. Dyslexia; is a difficulty in learning to read. A child/young person suffering from this may become frustrated and problems could arise at home or in school, behavioral problems could also be seen, as well as the child becoming unmotivated or evolving a dislike for school.

If dyslexia is undetected then this will affect their development at school and could spoil any chance of achievement. Cerebral palsy; cerebral palsy is a condition which affects the movement, posture and co-ordination of a person. A child/young person with this disability may only be affected physically with this disability while others could be affected by seizures, epilepsy or difficulties with speech and language. It is important that unhelpful labeling or stereotyping of pupils is avoided and that pupils are encouraged to be as independent as possible.

The report looks at energy production dating back to the Maori cultures that used wood as their main energy source. When European settlers arrived in the early 19th century; wood was their main energy supply. Calculations were made on consumption; however monitoring was limited in early records. By the turn of the century coal was the primary energy source as Europeans had implemented knowledge of coal mining techniques. Labor intensive work was assisted with animals, Wind energy was also used as a purpose for sailing and natural water currents for logging on rivers.

In today’s energy terms agreements are much higher as they relate to the supply of cities and nations. New Sealant’s energy demands are growing as the population and energy demands are Increasing. There has been a 21% Increase In energy consumption between 1995 and 2005. During this time the population has grown by 8 percent. This growth has Increased demands for fossil fuel and the current countries supply cannot meet demands so more is imported from overseas. The transport sector is the fastest usage has seen an increase in ca emissions by 25 percent between 1995 and 2005.

Coal is a key provider of energy, supplying 7 percent of total energy. Coal mining has many adverse effects of the environment such as acid mine drainage (MAD) which has been over looked by government policies. Mining companies are investing in ways to remedial MAD issues and are working in conjunction with local councils and the government to improve mining environmental practices. Oil and gas supply in New Zealand is diminishing so imports are still very high. This runs the risk of disasters such as the Rena oil spill which will take many years to be resolved.

Timber production has seen the majority of the native forest removed, there is approximately 0 percent of New Sealant’s natural forest remaining. The ARM and MAP have implemented a resource consent process to protect the natural forest. Renewable energy technologies are growing in New Zealand as the reality of fossil fuel levels are diminishing. Further investment and research from government is on-going and future predictions of renewable supply looks promising. 2.

Introduction The purpose of this report is to discuss past and present energy production and environmental impacts energy production and consumption trends are having on New Sealant’s sustainability and environment. The report will look at energy production and use examples to identify environmental impacts of energy production and consumption. The report will discuss the demand for fossil fuel imports that supply some of New Sealant’s current energy demand, it also gives examples of the detrimental effects coal, oil and wood production are having on the environment.

This report will look at the responses to the negative effects energy production and its activities are having. Renewable resources will be discussed and information on their current status as electricity providers discussed. Finally the report will look at he effectiveness of initiatives which have been implemented to address the energy related environmental impacts of energy production. 3. Background New Zealand, over the years has used wood (timber), oil/gas and coal as the main sources for energy production.

The negative environmental effects of sourcing and retrieving these non-renewable resources are acid mine drainage (MAD) from coal production, the Rena oil spill from oil and gas production, and deforestation and sedimentation from wood (timber) production. Hydro-electrical, geothermal and wind power energy supply are three initiatives which have been implemented to address he energy related environmental impacts of energy production. 4. Discussion Energy use in New Zealand dates back to the early indigenous Maori cultures. Their primary energy source was from the burning of wood for heating and cooking.

They also used natural sources of energy such as wind power for sails to assist travel on rivers and the sea. Their early sources of energy and consumption had minimal impacts on the environment due to small populations and sustainable living. Settlers arrived the use of wood was the main source of heat along with candles and oil lamps which were fuelled from animal fats for light for their dwellings. The usage and consumption rate of wood is unknown as in the early 19th Century as there was little monitoring, however an attempt was made to calculate it in the midair’s.

Historian Roll Arnold estimated around 3,000,000 tones of wood was used in 1885. Coal was mined from around the sass’s as the European settlers brought more mining experience and by the turn of the century coal was New Sealant’s primary energy source. (Cook, n. D). European settlers also used animals such as horses and bullocks for assisting with labor intensive work. Wind energy was used for sailing, with rivers and natural sea currents used for wood transportation.

Today’s Energy consumption is measured as mega]louses (MS) or potables (PC) these measurements are at the larger scale and are related to the energy used in industry, cities and nations. For example: A year’s supply of electricity to a city the size of Napier consumed nearly 430(PC) of energy, this is equivalent to almost 10 million tones of oil. (Redress, 1996. ) New Sealant’s energy demands have increased as the population and the infrastructure has grown. Energy consumption between 1995 and 2005 increased by 21 %. New Sealant’s economy grew with Gross Domestic Product (GAP) per capita increasing by nearly 18 %.

During the same period, New Sealant’s total population increased by over 8 %. As the economy and population have continued to grow so has the demand for fossil fuels (Statistics New Zealand 1997-2005). With this increased growth New Zealand had to import more oil and gas products to meet these energy demands as the current supply cannot meet the demands of the consumer. During the period 1997-2005, New Sealant’s demand for imported energy products, which were fossil fuels, increased by 48 % from 241( PC) to 356 (P]). Figure 1 : Shows consumer energy demand by fuel type for 2005 Figure 1: Sourced from http://www. Deed. Gobo. NZ/sectors-industries/energy/PDF-docs-library/energy-data-and- modeling/publications/energy-data-file/energetically-2011 . PDF Over half of New Sealant’s energy demand is met by oil (51 %) the continued demand for fossil fuel, such as oil, gas and coal have increased the amount of greenhouse gases produced. Between 1995 and 2005 there was a 25 % increase in CA emissions in New Zealand. (Ministry for the environment n. D) The growing demand for energy production is a major issue for the environment and as the continued use of fossil fuels are detrimental to sustainable levels for the future.

The current demand for energy is increasing by two percent each year. Fossil fuels account for approximately 65 % of our total energy use. In 2010 the transport industry was responsible for 80% of the total oil consumption in New Zealand. This has increased from 40% in 1974 (Ministry of Economic Development. 2006). 4. 1 Coal Coal mining is one of the main energy sources in New Zealand and it currently mining areas are Waist, Tirana, Bullet and Greyhound. The demand for coal production for energy use and export has increased from 1400 tones in 1975 to 3. Million tones in 1995 (Cook, n. ). Coal production in recent years has increased as overseas demand from countries such as china and Japan are importing more. Coal mining production figures were approximately 5. 3 million tones of coal in 2010, of which over 2 million tones were exported. The low levels of water in hydroelectric lakes observed in recent years have seen coal being increasingly used to meet the surplus energy requirements. (Ministry of Economic Development . July 2011 . ). Acid mine drainage (MAD) is one of the most serious environmental issues from coal mining in New Zealand.

The majority of MAD effects are from coal producing regions in, the West Coast of the South Island (Pope, 2006). MAD is due to disturbances from mining that increase reactions between rock, water and oxygen which create acid discharge. This enters streams and rivers resulting in unnaturally low pH levels and potentially toxic levels of heavy metals. Abandoned mines are the worse contributors to this issue as structural failure of underground mine workings have led to subsidence, cracking and collapse. This causes the mine to flood with water causing run offs and rock seepage which pollute ground water, streams and rivers.

Barry, 1994). Remediation work to reduce Acid Mine Drainage is in progress but there has been very little funding for (MAD) remediation. Therefore, any efforts towards remediation are funded completely by the mining companies. The Resource Management Act 1991( ARM) has provided some management for the environmental impacts of mining however there are no discharge levels in place for MAD. (Black, 2005). Stockton mine is located in the Bullet district and is currently owned by Solid Energy. MAD has been an issue there for many years and they are implementing actions to reduce the effects.

Solid energy have in place active water treatment damns which allows for sediment to be treated with a secondary process of water treatment where coal contaminants are settled using chemicals. Further limestone treatment is included to raise pH levels; the water is then released into its natural water flow. Ongoing Water sampling has proven to have greatly reduced the acid discharge into the surrounding waterways. Solid Energy are working with local Council to monitor mining effects and have greatly improved there Environmental management approaches. Wright. 2009). 4. 2. Oil and gas The Mama gas and oil field off the Tirana coast was discovered in 1969 and was New Sealant’s biggest oil and gas supplier. The gas was used to generate electricity, and some oil was converted into synthetic oil. By mid-2000 the Mama oil reserves had nearly diminished. In the mid to late sass’s many small onshore and offshore fields had been found in Tirana. There are 21 oil and gas fields in the Tirana region the most important fields are Kaplan, Mama, Phosphor and Keep.

New Sealant’s domestic oil production satisfies only 51% of the local demand for petrol, diesel and other products produced. Most of the remaining 49% is imported from the Middle East and Asia. (Ministry of Economic Development, July 2011) Oil and gas imports have their own effects on the environment such as oil spills and pollution caused by import methods. On Wednesday, 5 October 2011 the ship Rena containers, eight of which contained hazardous materials, as well as 1,700 tones of heavy fuel oil and 200 tones of marine diesel oil. Taylor, n. D)By Sunday, 9 October 2011, a 5 kilometer oil slick could be seen. Over the next coming days bad weather caused the ship to move on the reef resulting in more oil spilling into the sea. Oil began washing ashore at Mount Managing beach causing one of the worse oils spills to date in New Zealand. The environmental impacts have caused about 2,000 seabirds deaths, an estimate of 20,000 birds are thought to be victims of the oil spill through their ecosystem and food sources being contaminated (Backhouse, n. ) The Environmental cleanup is an ongoing process and will take many years to resolve. Maritime New Zealand leads the efforts to stabilize the stranded cargo ship Rena. Weather was an issue with stabilizing the wreck and the oils inside the tanker; forever Rena is slowly being cut up and removed from the reef by expert salvage teams. The local communities affected by the spill organized volunteer groups to clean up their beaches. The shipping company assisted with funding towards the projects involved.

The (ARM) are looking at pressing charges against the shipping company in the near future. 4. 3. Wood Energy (Timber) Timber has been used as a form of energy for thousands of years in the form of fire for heat and light. Prior to the arrival of the Maori people in New Zealand the land mass was covered in dense forest. Throughout the Manor’s inhabitance prior to the European settler’s arrival approximately 50 % of the original forest had been removed. With the arrival of the European settlers in the sass’s wood was mainly used for building ships and for providing heat for homes.

In the mid sass’s demand from overseas such as Australia saw exports rise, timber exports became a major industry for New Zealand. The rapid deforestation can be seen by the number of sawmill production sites. In 1843 there was only six operational sawmills, by 1868 there was ninety three. Today’s wood energy contributes to approximately 5 % of total energy supply through households and business. With the increased knowledge of climate change people are being urged to use more wood energy products as reforestation can be seen as a sustainable step to reduce carbon dioxide emissions.

New Zealand today has approximately 30 % of tree coverage, this helps reduce carbon dioxide emissions, however not as many trees are being planted as in recent years as economic and political factors have seen other energy products taking the higher ground. (Wood and climate change, n. D) Deforestation in some cases is inevitable as land is required for housing and farm land. The deforestation of land has many negative environmental effects which include; loss of habitat, sedimentation of sensitive water courses, and land instability. In many areas of New Zealand soil erosion has accelerated with large scale land clearance.

It is estimated that 5. 5 million hectares of land which was once forest has now been cleared for farming pasture. Reforestation has been proven to reduce soil erosion as the planting of trees reduce the water content in soils which also reduces the amount of water running into rivers which carry sediments and other contaminants from farming activities. The ARM is continuing to improve the environmental effects of deforestation by implementing resource consents. The removal of any natural resource now requires specific authorization under the ARM.

In addition to consent potential impacts on the environment and long term sustainability. There is also legal protection on logging of native trees which is controlled by the ministry of agriculture and forestry (MAP). (Environmental effects, n. D) 5. 0 Renewable Energy In the following sections 5. 0 to 5. 3 examples of initiatives which have been implemented to address the environmental impacts of energy production are discussed. Energy production in New Zealand from renewable resources is considered very high from a global perspective. This is because we have a large quantity of renewable resources at hand.

The electricity sector in New Zealand uses many renewable sources such as hydrophone, geothermal and wind power for electricity supply. On-going climate change and limited fossil fuel reserves are driving the increased use of renewable energy technologies to generate electricity. The use of wind energy is still relatively small but research and development is rapidly growing. New Zealand has also large quantities of wood biomass (wood which an be burnt with minimal carbon emissions, and can be replenished at a sustainable rate) and this is due to increase over the next decade. 5. Hydroelectricity Hydroelectricity has been a major contributor of energy to the electricity for many years. New Zealand generates approximately 50% of electricity from hydro dams. Hydroelectricity has a zero greenhouse gas emission output which makes it very efficient environmentally and as a natural resource. Hydro dams however can be subject to low levels of water due to minimal rainfall and unpredictable weather patterns, this can reduce supplies and so electricity has to be made up from other resources. Smaller hydroelectric projects are under way in rural areas where water or streams are running constantly.

The water flow can be piped and fed to a small turbine which generates the energy supply. The water used for the turbine can also be re-pumped back to the original source it came from. The process is seen to be increasing in smaller rural areas (Energy Efficiency and Conservation Authority. N. D). 5. 2 Geothermal Geothermal energy comes from heat from the earth’s core. Groundwater is heated by naturally occurring pressured water and steam heated between 200 and 300 degrees. The high pressure hot water is separated into steam and the pressure is used to generate turbines.

The waste water is pumped back into the geothermal field to avoid any contamination as some contaminants are naturally occurring in geothermal pools. Geothermal energy is widely used in New Zealand; the majority of supply comes from the Taupe Volcanic Zone. Geothermal energy currently supply approximately 13 % of the country’s demand. (Ministry of Economic Development. June 2012) 5. 3. Wind Power Wind power is the latest electricity power source in New Zealand. It is also the fastest total electricity generated that year. Wind power has grown since its inception in the sass’s.

In 2012 wind power electricity generation was approximately 5 % of the total electricity in the country. (Wind energy, n. D) Wind power has some operational issues as location is the key to consistent power generation. However locations are often remote from power demanding areas making the electricity grid connection difficult and costly. The New Zealand wind energy association has predicted that by 2030 wind power will be providing 20 % of the country’s electricity supply. Figure 2: Electricity Generation by Fuel Type for 2011 Figure 2 Sourced from http://www. Med. Opt. Z/sectors-industries/energy/energy-modeling/data/ renewable Figure 2 shows hydrophone is the largest electricity provider in 2011 with 57. 6%, geothermal and Wind power accounted for 17. 9% of the total electricity generation, Gas and coal-fired generation accounted for 23. 1% of generation. Other fuel types represented the remaining 1. 4%. 6. 0. Conclusions New Sealant’s past history of energy usage has had some significant effects on our environment and long term sustainability. Although the Maori population was relatively small, the uses of natural resources were high due to deforestation for wood energy.

With the arrival of the Europeans and their knowledge of energy production saw mining and other techniques prosper. The environment continued to be effected as the population grew and the resource needs increased. Fossil fuel usage is still in high demand; the transport industry is the largest consumer of this resource. New Zealand is also importing more fuels to meet current demands which are having effects such as the Rena disaster which is still on going and will take many years for the environment to recover. The many renewable resources at hand in NZ makes us one of the leaders in the field of renewable energy production.

However soils fuel usage is still very high as is the demand for petroleum products. The countries production capabilities cannot supply the demand and so imported products continue to supply the surplus energy requirements. New Zealand export most of the high grade coals and petroleum products which should stay here in New Zealand, however the financial return takes precedence. The coal industry negative effects on the environment require more remediation, and control through government policies such as the ARM.

In this essay I will be discovering and Investigating which country Is Ilkely to develop further and faster than the others. NIC’s are countries whose level of economic development ranks it somewhere between the developing and first-world classifications. These countries have moved away from an agriculture-based economy and into a more industrialized, urban economy. In the past countries around the world have followed the Industrialisation method of developing. The demographic transltlon model highlights this Industrialisation trend of development using examples of western countries.

How sustainable a country’s birth and death rate can highlight the future of development in the country. The development transition model (as shown in fgure 1) is said to highlight how a country develops from a less developed country, toa more economically developed country. China has a low birth rate and a high death rate, 12. 29 and 7. 03, indicating a stage 3-4 stage of the demographic transition model, this is similar to other MEDC countries. When comparing this with India, a high birth rate and a low death rate Indicates that the population is still increasing.

Therefore in order to fully develop, the country must educe its birth rate. The united Arab Emirates out of all the countries has the highest birth rate and the lowest death rate, 15. 87 and 2. 06. which would normally indicate a country that is low in development, however because the united Arab Emeriti’s Is an ORC (oil rich country) it hasn’t developed industrially, which is what the demographic transition model Is based upon. This explains why the model fits china so well. ORCS develop quickly due to their abundance in natural resources, leading to a high GDP which is spent on the country’s infrastructure and facilities. Judging rom the demographic transition model, china seems to be the closest to becoming an MEDC. However India and Dubai have developed their country using a different form of development, often to refer to as ‘leap frogging for development’. This is as a result of the country not going through the Industrial revolution, Involving reliance of secondary Industry by Importing and exporting. China’s economy has been bullt on secondary industry. They export a huge amount of materials, appliances and resources all around the world, thus leading toa large GDP. Figure 2 highlights the growth of exportation in china over the last 20 years.

This can also be compared to figure 3, highlighting China’s GDP, showing a similar trend to the amount of exports out of the country. 3 India is a country which has not industrialised through development of Its secondary Industry. This perhaps explains when the demographic India has managed to attract a large amount of MEDC TNC work from companies such as Lloyds TSB, HSBC and British gas to be outsourced within their country. TNC’s have been attracted to India because of its large English speaking workforce of an estimated 50 million, a stable democracy of over 50 years, and a leading ICT centre et up in Bangalore, Karnataka.

Dubai is classed as an ORC (oil rich country) meaning it has ‘leapfrogged’ over the industrialisation method of developing. In the 1960’s oil was found in abundance within the country, and due to its high value it made Dubai develop over a small amount of time. Economic development, and the progression of a countrys economic development can be a good indication of future development growth. High economic growth indicates that a country has the funds in place to spend on health care, education and infrastructure.

Firstly India, as you can see from gure 3, the countrys economic growth has been growing at a significant rate, with the exception to the 2007 dip. However this may show an unstable economy, meaning that another dip in the countrys GDP per capita is likely. 4 Secondly China, again similarly to India, china has experienced a dip in GDP per capita, which could in theory be repeated in the future. However, in comparison to India, the amount of money the GDP per capita has accelerated over the last few years is much more, with it being Just under 9k in 2011. Compaired with India who had nearly 4k in 2011. as hown in figure 5) 5 Lastly, when looking at the United Arab Emirates, the GDP per capita is a lot more stable, in terms of gradual increase, with little dramatic dips. Also the GDP per capita fgure is almost 5x’s that of China. Therefore already Dubai’s economy is already much greater than the other countries, highlighting its chances of developing and achieving MEDC status is likely in terms of its economy size and past progression. (as shown in figure 6 The higher a countrys literacy rates, the more likely the people within the country are able to peruse higher paid and desired Jobs.

Not only is this good for a countrys economy, services and employment statistics but also the wellbeing and quality of life of the people within the country. People who are well educated are able to get a Job that they enjoy, that provides a service for their country. This allows the government to take money from them (in the form of taxation) to be spent on local infrastructure and services. When looking at India it seems to be falling low with 74% literacy rates. The United Arab Emirates is further ahead at 77. 9. However overall out of the 3 countries China has the highest adult iteracy rates with 95. % of the population over 15 able to read and write. This also indicates that China’s education system is the most developed, ensuring that its population can have the opportunities to good educational facilities. 7 Healthcare is also an important area to assess development, the better the health care facilities in a country are, the healthier the people within the country are. This allows citizens of the country to be able to work within the country with the absence of ill health, or ill health which is easily treatable.

When it comes to physicians per 1000 per year, India as made little development in this area over the past few years with their being no change from 2009-2010 at 0. 6 indicating that there is likely to be little progression in the future. China has seen an increase in the physicians per 1000, with statistics showing an increase of 0. 3 from 2010-2011. However United Arab Emirates has the highest at 1. 9. Thus highlighting that people living within the country have more health. 8 What does the future hold? This is merely based on prediction, based on what the countries are facing now.

Although Dubai’s economy has grown the fastest over the shortest amount of time in omparison to the other countries, in recent times Dubai’s economy looks in a state of crisis. Dubai relies on oil and tourism for its economy. Dubai’s oil output made up 2. 1% of the Persian Gulf emirate’s economy in 2008. However Oil in New York slipped to an average price of $62. 02 a barrel in 2009, from an average of $99. 74 in 2008, Bloomberg data show. Dubai’s oil production made up 5 % of its income in 2005. This slip may have a long term impact on Dubai’s economy as the country will not be receiving as much revenue from oil. Dubai relies heavily on tourism, contributing to 0% of its GDP. However due to the global economic crisis there has been a reduction of the amount of tourism in Dubai. Tourism is an important part of Dubai’s economy, directly contributing 19 per cent to its GDP in 2008. The emirate, which attracted 7. 5 million hotel guests in that year, was aiming to double the number by 2015. The data showed a 1. 3% fall in international hotel guests in the emirate for the first three quarters of last year compared with the same period in 2008, boosted by 3% growth in international guests in the first quarter.

In the second quarter, international guest umbers fell 1. 5 per cent. 10 China replys heavily on exportation to build up economy- however little is spent of people within the country, Lack of imports mean little in the way of social development. What is imported into the country is materials used for manufacturing (such as electrical and other machinery, oil and mineral fuels, optical and medical equipment, metal ores, plastics, organic chemicals)11 , rather than development of the countries people ‘s quality of life.

India relies heavily on foreign direct investment from transnational corporations setting up tertiary ndustries. However similarly to the Asian tigers such as Taiwan, as the TNC’s give people within the country wages, the multiplier effect can begin. This results in better conditions, better standards of living and increased demands for higher wages and workers’ rights, leading TNC’s to move to other developing countries. This happened in Taiwan when Barbie manufactures decided to move to China.

China, India and Dubai are all within the third phase of NIC growth. The first phase starts with the Asian tigers (Hong Kong, South Korea, Singapore and Taiwan) which xperienced an economic crisis in 1997, as a result of a collapse of their fast expanding economy. Does this map the trend for what will happen to the second and third phase in the future as a result of fast development? To conclude, there are many areas we could investigate In terms of which country is further ahead in the development race, and who will succeed to reach MEDC status.

Development is holistic. There are many various areas of development and each area of development is individual in its own right. Even though they are individual, all of the areas of development are interlinked and they do not operate separately. To conduct activities and to partake in everyday occurrences, more than one single area of development is needed and involved in order to participate during these everyday events.

It is important that as a childcare practitioner, these areas of development are recognized and understood so the services and activities we revive can be adapted and therefore, made appropriate for the child in order for them to grow and develop the necessary skills to develop to their full potential. It is important however, to remember that every child is an individual and therefore should be treated as one. They should not be categorized by these patterns of development that are outlined and at what age this stage of development should be reached.

Every child develops at different rates and so as a childcare practitioner, it is our responsibility to help the children to develop further by recognizing the individuals areas of development that may need assistance to progress too and using the age and stages of development as a guideline. By recognizing areas of development and at what age this should be roughly reached, it allows any areas of development that may need to be assisted to be reached to be observed and any concerns in a child’s development to be highlighted. Physical development 0-3 years Babies are born with a range of reflexes.

As the child develops, its movements become more controlled as their body grows stronger and their muscle tome increases. Usually, by the time the child is one year old, they are able to sit up and re mobile, can reach objects and handle them well and with ease. Children usually start walking around the age Of 12 to 1 5 months. As the child’s development progresses, larger gross movements are gained before smaller more fine movements, their fine motor skills. These progressions and movements are made possible due to formation of the bones in the body and them starting to harden.

This is a process that continues until the end of adolescence. Between 18 months and 3 years, children may be ready to start toilet training. This is due to the brain developing the ability to send and co-ordinate messages between different parts of the body. Toilet training and this stage of development is dictated by the brains stage of development and how well it can send the necessary signals to and from the brain. The same development is needed to gain the ability to walk without bumping into objects.

Intellectual, learning and communication 0-3 years At 1-6 months, cries are voluntary and communication becomes apparent via facial expressions such as smiling and starting to make noises and gurgling at careers. Will start acknowledge ten source AT ten sound Day moving eyes towards It Ana Ralston their head. Children of this age, learn to shout to attract attention. They become ore vocal and start to babble and repeat sounds. At this age, a baby is learning through their senses and discovers and explores their environment through their mouth.

This stage is known as the sensory-motor period. At 6-9 months, children start to play around and experiment with sounds. Communication is still mainly through babbling, gurgling and laughing and the frequency of this form of communication increases. Simple words are starting to be understood and they recognize their own name. At this stage, exploration of objects and the environment is still done through the mouth and now also the fingers and touching. Children at this age may start to behave and act strangely towards strange people and also strange situations.

Children begin to understand cause and effect of their simple actions and activities. Imitation of actions and sounds occur at this age and the child becomes more interested in their surroundings. At 9-18 months, the child’s awareness increases. Babbling starts to reflect speech intonation and the child will start to attempt to imitate simple words. Children within this age bracket start to gain an awareness of words that are associated with people and objects. Begins to point at people and their surroundings. Vocabulary develops but the child can understand more than what they can say.

The world is seen from their point of view, ‘egocentric’. When an object becomes out of sight, the child begins to understand they still exist although the object cannot be seen. Children become very interested in exploring their surroundings and shows great determination and curiosity and start to learn through trial and error’. The child can imitate simple actions with some understanding of what these actions mean such as clapping their hands and waving goodbye as well as imitating using everyday objects such as the telephone.

Exploration of their surroundings is less often done by mouth now. At this age, the children may know certain parts of the body and often refer to themselves by name, which they now fully recognize and respond to. An interest is shown with picture books and an enjoyment is apparent with sounds. 18 months-3 years, at this stage, vocabulary increases and they now often name familiar objects and people and learns to repeat new words and sentences. By 3 years, there is a rapid increase in the child’s vocabulary and may start to use two-word phrases.

Sentences become longer but telegraphic speech is used. Children at this age start to listen to stories and simple requests are starting to be understood and obeyed. At this stage, the child is still egocentric. The child’s way of thinking is still connected to concrete objects as to what is seen. Through the use of words, the child begins to make order of things and may start to predict what is going to happen. The child of this age shows an interest and start to participate in role play or make believe as they become more imaginative with their play.

Starts to recognize parts of the body, colors, count without assistance to ten or more and can recognize several rhymes or songs and participate n them. Social, emotional and behavioral development 0-3 years 1-6 months:- Responds to primary career by smiling and is most content when near familiar careers/ mother. Expresses pleasure by using whole body movements. Is friendly towards any interested adult or child and enjoys games with them. Becomes less self-centered and starts to react more to the surroundings but shows a dislike to loud noels Ana cries when uncommon rattle or annoyed.

By 6 months, CNN learn tenant to sleep less than before and want more company to play with. Still usually friendly to strangers but can be shy or anxious when approached especially if the main career is UT of sight. Watches movements of other people, shows an interest in wanting to start feeding themselves with their fingers. 9 months:- Turns in the direction of the mothers voice and gets upset when separated from the primary career, holds arms up to be lifted. Is happy and sociable with familiars but may show shyness towards strangers by hiding their face clinging to their career and taking cue from the main careers’ reaction to the new situation.

Children at this age start to show an interest in everything. They attract attention from others by shouting or crawling over and pulling adults clothes. They also start to depend on their family for reassurance. Increasingly seeking independence and will throw themselves back or stiffen up in annoyance. They can start to shows signs of anxiety when they are left alone. 1 year:- Partakes mainly in solitary play although enjoying other children’s company, but they do not play with them. They enjoy songs, rhymes and books. Fear of strangers increases.

Emotionally, the children have been dependent on familiar adults, but do like to be independent at times and sometimes this can cause conflict. At this age, children may start to become defiant, frustrated and may have the occasional temper mantra. They love having cuddles, fun games, tickling, hiding and chasing. 2 years:- At this age, the child consistently demands attention and starts to imitate careers. The child likes to gain a response from an adult when they have done something. Children partake in “parallel play’ alongside other children but not with them.

At this age they have not developed the idea of sharing and they cling on to their own possessions. They need a lot of attention, reassurance and love. They become very dependent on adults and Jealous of attention when it is given to others. They start to e able to say how they feel but are frustrated when they cannot express themselves more, their mood can change very quickly. 3 years:- General behavior becomes more co-operative and likes to help or be included in activities. They start to Join in with games with other children and to share but they still need to be in small groups.

They start to enjoy sharing experiences, imitate and copies adults with a purpose and they begin to help adults. They are interested in making and having friends. Emotionally they are much steadier. This emotional maturity shows in friendliness, sociability and desire to please. Become more affectionate towards careers, siblings and pets. They are able to share and play more with others due to feeling more secure. This secure feeling may revert due to various circumstances. Sometimes children start to develop fears due to children now being more able to use their imagination.

Moral development At 3 years of age, the child is beginning the start of moral reasoning by developing the concept of being helpful. At this age, the children believe that there are fixed rules that are unchangeable Physical Development 3-7 years Their brain has developed further therefore being able to process information more quickly. As a result of this their movements become more coordinated and smoother. Children can dress themselves more quickly, have fewer accidents. As a result of Increased correlation, canceller gal. In consonance Day Decoding more agile Ana teen can climb well, balancing on one leg, ride a bike and use a bat and ball.

Fine motor skills are increased and preference to one hand is shown. Fine pincers grasp is mastered and therefore pencil control is good and they are able to thread objects on to string. Can turn pages of a book easily and can start to use scissors carefully and properly. Writing becomes more like an adults writing and their hand eye ordination is becoming more developed. Intellectual, learning and communication 3-areas At 3-5 years, children can learn new words more easily and quickly and longer sentences are starting to be formed, similar to adult speech.

Children begin to use pronouns correctly and use language to repeat past experiences and also start to tell long stories and ask many questions. Learning songs becomes a quicker process and children may begin to recognize a few written words as well as begin to write them. The thoughts of children of this age range tend to be ‘black and white’ and reasoning is often illogical. Children can now classify objects, shapes and have a concept of number as well as now having an understanding of time- past, present and future.

Imaginative play or ‘make-believe’ can be sustained for longer periods of time by children of this age bracket and they are able to distinguish between truth and falsehood. When drawing, children are now able to draw things that are more recognizable. Demonstrates an enjoyment when playing games that have ‘rules’. At 6 years, children become easily distracted due to physical energy and therefore they learn better through exploratory methods. Becomes more interested in learning and also enjoy stories. Children are able to move from one activity to another easily.

Due to increased maturity, children of this age are able to think more before making any decisions they may have to make and therefore, decisions are not made as quickly as before. Drawings done by children of this age are more realistic. A greater understanding of number and the concept of time, measure, volume and distance is developed at this age. The language of the children of this age widens to include the child being able to talk confidently and fluently, pronouncing most of the sounds of heir own language. Language also widens to reading and writing.

It is at this age that the child may be an incessant chatterer. It is at 7 years of age that children are in the concrete ‘operational’ stage. This is the stage that allows the child to store, retrieve and reorganize experiences to fit them to new challenges that they may come across. When given new materials, children of this age enjoy manipulating and experimenting with these new materials. Have a great understanding of number and are able to conserve number and also do simple mental arithmetic as well as tell the time accurately.

Children of this age bracket have the ability to draw logical conclusions and understand cause and effect. Children at this age still shout if they believe something to be unfair but use language more now in order to reason. Children become more interested in words and are able to read to themselves more and also begin to write their own stories. Talk at this age is more confident and children of this age are able to listen to what others have to say. At this age, children use language to explore their own experiences and imaginary worlds as well as beginning to assist them in writing independently with enthusiasm.

Social, motional and behavioral development 3-7 years years, canceller AT tans age nave tenet own sense AT lambently Ana play Walt one or two children rather than in larger groups (although they may start to Join in games with larger groups) and are able to take turns and share. Children prefer to participate in rivalry games to team games. If a child is hurt or crying, at this age, a concern for those upset or hurt is shown and they are able to show sensitivity towards others. They are cooperative towards friends and are protective towards younger siblings and pets and often have one ‘special’ friend.

The general behavior f children of this age range, becomes more independent and self-willed and are generally more sensible and controlled as they become more stable and emotionally secure. Praise and encouragement is still needed in order to progress so support and assistance from an adult is still required at this age range. 6 years, friendships seem to form and dissolve rapidly and children of this age tend t play better with one friend rather than with two. Boys are more likely to fight where girls are more likely to use verbal taunts. Children of this age are more aware of acceptable behavior and start to like social events.

At this age, children are generally more confident and independent but can be hesitant, indecisive and frightened due to their increased mental ability children have to see there is more than one side. Children are very dependent on adults for direction and guidance and are eager for praise and recognition. Moods of children of this age can change easily and are capable of demonstrating strong verbal as well as physical temper. At 7 years, children are more self-aware and no longer like to get changed in the presence of other children. Become independent in all washing, dressing and toileting skills.

They become more ware of others needs and feelings and likes to help. Close friendships are formed and these are usually with people of the same gender. At this age, children start to move away from the dependence on family to provide reassurance. Are now able to control their own emotions and can often hide their true feelings. May appear quieter as children now absorb more than they give out and may sulk if upset rather than have an outburst. Children of this age have a growing sense of right and wrong and may have a fear of new situations as they now have the ability to imagine what can occur.

Moral Development 3-7 years At four years old, the child begins to learn the process of sharing and taking turns as they are beginning to understand the needs of others. Children of this age begin to fugue out right and wrong in behavior. At 5 years, the social rules of their culture are understood and they instinctively assist children when they are in distress. At 6 years old, further concepts such as the concept of fairness and forgiveness are being understood. At 7 years, the children have a clear sense of what is right and what is wrong.

Feelings are beginning to be expressed such as awe and wonder, usually over nature. Physical development 7-12 years Physical development continues to develop and depends on their interests. Fine motor skills are also good at this age and children have become able to make more precise movements. At this stage, hormone levels are very low and this changes when the body develops and produces more hormones. In terms of strength, there is very little difference between boys and girls. From around 10 years of age, girls will start to see ten process AT adolescence Ana most Tells around ten age AT 1 5 years.

Boys usually start this process of adolescence later at around 12 or 13 years and knishes at around 16 years of age. Adolescence begins with a growth spurt and different parts of the body grow at different rates. Bones harden and muscle strength and grip increases. Children have good dexterity and can undertake detailed work and handwriting becomes well formed. Intellectual, language and communication 7-12 years Verbal and mental abilities of young people of this age are becoming more sophisticated and children are becoming more of an independent thinker and interests start to develop.

Children have moved from thinking in a self-centered way to Ewing able to see situations from another person’s point of view and begin to gain an understanding to the reasons behind other people’s actions. Start to think logically about objects and events (Piglet’s concrete operational stage) children at this age have a better understanding of mathematical relationships and gains a more accurate and realistic understanding of the world. Children become more capable of reasoned arguments and are able to remember well, are attentive and able to express their ideas.

At this age they begin to discover the power of words and often do not realist how hurtful words can be. Their vocabulary had extended resulting in being effective in written and verbal communications therefore enabling them to use language appropriately according to the social situation. Complex sentences are now used. By 11 years of age, their written work is often more long and complex and most children in this age bracket are reading fluently and handwriting is now well formed. Social, emotional and behavioral development 7-12 years Child begins to question parental Judgment and can resent adult authority and restrictions on freedom.

Turns to friends for acceptance but can easily be upset when approval is not given. Achievement becomes important to children of this age and failure will upset the child and they can easily lose confidence. At this age bracket, children become aware of any weaknesses they may have and view these weaknesses as making them different to their friends. This can result in the children becoming self-conscious especially when it is regarding body image and physical development and get easily upset if criticized.

Dramatic emotional changes associated with puberty may occur especially with girls. Friends are still usually of the same gender although an interest in the opposite sex is beginning to show. Some friendships may become a clique and if a child is excluded, this can be very upsetting. The potential for social maturity is rising and is enhanced by the quest for independence people of this age group have, as well as the autonomy linked to the greater reliance on friends. A sense of belonging in vital at this age and personal affirmation and confirmation is increased.

By 11 years of age, friendship groups are usually established and a loyalty is shown to the group and their ‘best friend’. Moral Development 7-12 years At 8-9 years, they see that rules are made by adults who must be respected and obeyed and therefore, believe that rules are fixed and cannot be changed. The difference between reality and fantasy is understood and their own personal standard of what is right and what is wrong is also developed. At 10-11 years, an understanding of changing rules by mutual negotiation and that the external attenuator ay not always Impose ten rules.

Rules Tanat ten centre Llano’s Nell make are often nit excepted. Conflict between their parent’s values and those values of their peers is now experienced. Physical development 12-19 years By the age of 14 and 15, girls have completed most of the process of puberty. Periods may have started and are on the way to becoming regular. For most boys, puberty has only Just begun most will end it at 16 years of age. Boys are often stronger than girls as the ratio of fat to muscle is higher in girls than it is in boys.

The brain continues to grow and develop in teenage years and improved reaction times, increased speed and coordination are the results of this brain development. Both girls and boys near their peak if diet and exercise levels are good. Intellectual, language and communication 12-19 years At this age, interests begin to emerge and hobbies develop and this stage is a key eroded of learning and development. May develop to be good at artistic subjects. Are able to think independently and make own decisions.

Can think about possibilities and are not directly observable and can plan well and organism their own thoughts. In this age range, people are able to think and discuss issues that adults can be preoccupied with such as religion, spirituality, morality and politics. Can use their imagination and can problem solve and start questioning things that had previously been taken for granted. Young people learn to speak and listen confidently in a wide variety of contexts. The ability to adapt language to what to say and how to say it depending on the situations and people is developed.

Language becomes more fluent and they become more articulate. Different types of text can be read and can be articulated and confidence is gained with writing for a range of purposes. Their own distinctive style is developed and the importance of writing with commitment and vitality is recognized. Social, emotional and behavioral development 12-19 years Within this age group, friends are most important and more time is spent with friends of both sexes. Family seems to become less important as they begin to make casting and more intimate friendships.

At this age, their own sexuality is accepted and sexual relationships may be formed and feelings that haven’t been experienced before. May start to experiment with self-image and what they feel comfortable with. Become more sociable, less shy as self-consciousness recedes. At this age, they may invest a considerable amount of emotional energy into a relationship and may lose interest in other areas of life. Develop a greater ability to compromise making them more tolerant and more composed in themselves and less self-absorbed. Develop the ability to compromise and therefore makes them more tolerant and are more composed.

Moral Development 12-19 years At 12-19 years, the ability to understand the perspective of other people and to think beyond themselves is developed as well as the development of their own ideas and values. These ideas and values often challenge those of their parents and they often deliberately contravene rules only if there is not a risk of being caught. 1 2) Nine sequence AT development Is a process winner a serves AT events are Tallow one after another, leading to a mature state when the series of developmental hinges are achieved successfully and normally.

In child development this means that children must finish one area of development before moving on to another milestone. It is believed that development moves from the head downwards and that children will first need to gain control of the head and upper body, then their arms and finally their legs. For example, a baby will first start rolling sideways, then try sitting down and then soon after attempt crawling. Then at the age of 10-12 months will begin to stand and learn to walk. The rate of development is the pace a child develops and grows at.

It is important to remember that growth is a continuous process which differs for all individuals. For example, one baby may begin to walk at 10 months, whereas another baby may learn the same skill at 15 months or 18 months. This is perfectly normal. It is important to record the rate of development as you will be able to see if a child is clearly showing signs of delay in any aspect of their growth and development and they can be helped by them being given a special recommendation to aid them in everyday life. 1. 3) There are many reasons why children and young people’s development may not follow the expected pattern.

Disability may be a factor as the correct resources, equipment and facilities may not be available. There may be restrictions to the disability, for example, the child or young person may not be able to use parts of their body or may not be able to communicate effectively. There may be emotional reasons. The child or young person may not have a high level of confidence, this could restrict and obstruct emotional attachments and bonding with others. The child or young person may be uncomfortable with expressing emotion. Children and young people who do struggle with emotional development tend to prefer their own many.

If a child is witness to any physical or mental abuse when growing up, this could effect how they value or control their emotional feelings. Physical development could be a factor. This might be effected by genetics and can mean physical growth difficulties or the child may be a slow learner. Their environment may be a reason. What kind of education the child or young person have been receiving, where the child is living and their families financial state. There may be cultural factors, for example, in some countries a girl is deemed second class to a boy.

Other cultures eave restrictions on children’s freedom, this can effect the child’s development. Social development is important as negative effects on this may result in poor development in this area. If the family give less time to activities which aid a child’s development this will cause a negative effect. Communication, like hearing problems or a child who is tonnage tied, these children may find it hard to express themselves and have difficulties in learning to read or write. It is important that any developmental needs children may have are seen from an early age to ensure they get the correct help needed to assist them in everyday life.