Effects of trade barriers

Effects of trade barriers Chapter 1 Introduction Trade is an exchange of services and goods for other services and goods or for money, Trade ( 2010). The paper discusses about the effects of trade barriers on international trade, i.e. to identify one or more variables (inflation, transportation cost, tariff, remittances, population, GDP deflator and exchange rate) in the study that effect international trade the most. A trade barrier is a general term that describes any government policy or regulation that restricts international trade (Trade barrier, 2010). The problem discussed is the effect of trade barriers on international trade. In order to address the problem, two hypotheses have been developed and tested. Each hypothesis explains the effect of variables as barrier to international trade. Secondary data of three years comprised on year 2005-2007, collected from the source World Trade Organization (WTO). The statistical tool applied to test the hypothesis is multi-variate regression model as there are more than one independent variable and one dependent variable. The independent variables identified in this paper are (Inflation, Exchange Rate, Remittances, GDP, Tariff, Population and Transportation Cost) the dependent variable are (Imports and Exports). The statistical result of the hypothesis testing can be seen in the following chapters. Inflation Generally inflation is defined as a rise in the general level of prices of goods and services over time, where as most of the economist define inflation as a rise in the prices of some specific set of goods or services, it is important to understand that the rise in prices is for specific set of goods and services and it should be constant, as well as a rise in price of one good or service as compared to other does not mean an increase in inflation it should be increased for every product or service. Inflation is measured as the percentage rate of change of a price index (Haq Hussain, 2008). Measures of Inflation There are many measures of inflation each for different sector, Consumer Price Indices (CPI) CPI measures the price of goods and services purchased by a consumer (Haq Hussain, 2008). Cost-of-Living Indices (COLI) Are indices similar to the CPI which is often used to adjust fixed and contractual incomes (Haq Hussain, 2008). Producer Price Indices (PPIs) measures the prices acknowledged by producers. This differs from the CPI in that price subsidization, income, and taxes may cause the amount acknowledged by the producer to differ from what the buyer paid. Producer price inflation measures the pressure being put on producers by the costs of their raw materials. This could be passed on as consumer inflation, or it could be absorbed by profits, or offset by increasing productivity (Haq Hussain, 2008). Commodity Price Indices (CPI) measures the price of a selection of commodities. In the present commodity price indices are weighted by the relative importance of the components to the all in cost of an employee (Haq Hussain, 2008). GDP Deflator GDP deflator is a measure of the price of all the goods and services included in Gross Domestic Product (GDP) (Haq Hussain, 2008). Capital Goods Price Index So far (CGPI) has not been established, where as several economists have recently pointed out the necessity of measuring capital goods inflation (inflation in the price of stocks, real estate, and other assets) separately. Indeed a given increase in the supply of money can lead to a rise in inflation (consumption goods inflation) and or to a rise in capital goods price inflation. The growth in money supply has remained fairly constant through since the 1970s however consumption goods price inflation has been reduced because most of the inflation has happened in the capital goods prices, Haq Hussain (2008), where as there are two common known measures widely reported in many countries, i.e. CPI and GDP Deflator. The above chart shows the trade of world developed countries in terms of exports and imports, the amount is in US billion dollars, the next chart is of inflation of the developed countries of the world, the purpose is to compare and analyze the countries inflation rate and trade in order to examine the impact caused by inflation on countries trade. As it can be seen that each country has different impact of inflation on its imports and exports, for instance Australia inflation rate was 2.30% in year 2007 where as its exports were 142 billion dollars and its imports were 160 billion dollars, similarly for Canada its inflation rate was 2.10% and its exports were 431.1 billion dollars and its imports were 386.4 billion dollars, therefore if a comparison is made between these countries it can be seen that every country has a different impact of inflation on its trade, hence it can be said that the reason for this difference of change is the size of countrys economic and financial structure. Tariff A tariff is a tax forced on an imported or exported commodities. In general dialect, however, it has come to mean import duties charged at the time goods are imported (Parkin, 1996). According to Japans customs tariff law a tariff a tax based on the standard of assessment of prices or volume of imported goods (Tariff, 2010). Functions of Tariff There are three major functions of tariffs: To serve as a basis of income; To protect domestic industries; and To remedy trade distortions (corrective function) (Functions of Tariff, 2010). The Income Function The income function simply means that the income from tariffs provides governments with a source of tax revenue. In the past, the income function was indeed a major reason for applying tariffs, for instance Japan generates about 845 billion yen in tariff revenue per year, which represents approximately 1.9 percent of total tax revenue (Meti, 2010). Protection of Domestic Industries Tariffs are also used as a policy tool to protect domestic industries from competition of importing goods, as well as tariffs are also used as a source of protection of market access from foreign exporters (Meti, 2010). Remedy to Trade Distortions Corrective tariffs are used as a remedy for trade distortions caused by companies to injure domestic industry, for instance anti-dumping agreement is used to impose duties on companies exporting goods that are specifically banned and cause damage to domestic industry of importing country (Meti, 2010). Remittance Remittance can be defined as sums of money that a migrant worker sends back to his or her country of origin (Wimaladharma, Pearce Stanton, 2004). Remittance plays a vital source of income for developing country economies, as well as millions of individual households, predominantly poor women and their children. Unlike aid or concealed investment flows, remittance reaches the poor directly, and the poor decide how the money is spent. Importantly, remittance services also offer a means for monetary institutions to increase their outreach and significance to poor clients (Wimaladharma, Pearce Stanton, 2004). For instance the largest remitting countries in terms of volume are the United States with remittances amounting to $28.4 billion, Saudi Arabia with remittances amounting to $15.1 billion and Germany with remittances amounting to $8.2 billion (Wimaladharma, Pearce Stanton, 2004). In the study, Ratha (2003), it was found that more than three-quarters of remittances go to lower mid-income and low income developing countries. India receives the largest volume of remittance mounting to $10 billion, then Mexico with $9.9 billion, followed by the Philippines with $6.4 billion (Wimaladharma, Pearce Stanton, 2004). Exchange Rate The price of one countrys currency expressed in another countrys currency. In other words, the rate at which one currency can be exchanged for another. For instance, the higher the exchange rate for one euro in terms of oneyen,the lower the relative value of the yen (Investopedia , 2010). Exchange Rate and Trade Exchange rate is one of the important factors in an open economy since it affects so many business, investment and strategic decisions. Various empirical studies have been conducted to assess the influence of exchange rate on trade balance, with the objective of providing valuable inputs to policy makers on the usefulness of exchange rate policy such as devaluation-based alteration policies (effected through nominal exchange rate) to balance a countrys foreign trade for instance, Greenwood (1984), Himarios (1989), Rose Yellen (1989) provided the evidence of relationship between exchange rate and trade balance. In a study, Oskooee (2001) stated that appreciation of exchange rate directly affects a country trade as it can be used as an effort to increase international competitiveness and help to improve its trade balance. On the other hand it was also reported in the study that depreciation of exchange rate increases exports by making exports fairly cheaper, and daunt imports by making imports fairly more expensive, thus improving trade balance(Liew, Lim, Hussain, 2000). Japan and ASEAN A study conducted using trade balance data from year 1986 to 1999 between Japan and 5 ASEAN countries to examine the impact of exchange rate on countries trade balance. It was found in the study that the role of exchange rate changes in initiating changes in the trade balances has been overstated. It is widely expected that the decrease of ASEAN-5 exchange rates with respect to Japanese yen would improve these economies trade balances with Japan during the sample period of study (Liew, Lim, Hussain, 2000). Gross Domestic Product Gross domestic product is the value of collective or total production of goods and services in a country during a given time period (Parkins, 1996). Measures of GDP There are two common measures of GDP namely: Expenditure Approach. Factor Income Approach. Expenditure Approach In expenditure approach the GDP is measured by adding consumption expenditure, investment, government purchase of goods and services and net exports (Parkins, 1996). Factor Income Approach In factor income approach the GDP is measured by adding all the incomes paid by the firms to household for the services of factor of production, for example compensation of employees, net interest, rental income, and profits paid for entrepreneurship (Parkins, 1996). Chapter 2 Literature Review Transportation Cost Europe A comparative study, Conlon (1981), was conducted in 1981 between Australia and Canada to investigate the role of transportation cost as a trade barrier in trade flow of both the countries. It was found in the study that in Australia nominal transport costs contribute over 40 per cent of the trade barrier in its trade flow, where as in Canada transport costs provide over 17 per cent of the total barriers. In the study by, Casas choi (1985), it was found that transportation cost being the trade barrier has two affects on the country economy 1) implicit tariff effect, 2) resource cost effect. The Implicit Cost Effect In the implicit cost effect, Casas choi (1985) an increase in transportation costs affects the trade flows by increasing the domestic comparative price of the imported goods. Resource Cost Effect In the resource cost effect, Casas choi (1985) an increase in transportation cost, shifts productive resources from traded goods to the transport sector, i.e. in case of increase in transportation cost, the resources used to produce goods domestically were allocated for payments of transportation bills due to which production of domestic goods suffered. United Kingdom Similarly an empirical study, Binkley Harrer (1981), conducted in the United Kingdom to examine the role of transportation cost as trade barrier, it was found that Transportation costs between countries pose a formidable barrier to trade, similar to other trade barriers such as tariffs. This study was further supported by the study of Sampson and Yeats in which it was concluded that transport costs to be a more significant trade barrier for United Kingdom exports than tariffs, (Sampson Yeats: Binkley: 1978 Harrer: 1981). Similarly another study conducted in the United Kingdom also concluded that transportation cost is more effective trade barrier as compared to tariffs (Sampson yeats, 1978: Binkley Harrer: 1981). United States A similar study by, Finger Yeats (1976), conducted in the United States gave the similar conclusion that that effective shield through international transportation costs is at least as high as that due to tariffs, Geraci Prewo (1977). In a study it was concluded by the author that progressive reduction in the transportation cost resulted in the growth of trade between United States and Europe, Shiue (2002). Similarly another study conducted in the United States also concluded that transportation cost is more effective trade barrier. Africa A study conducted in Africa to examine the effect of transportation cost on African trade, the results indicated that there is a very little trade flow within the Africa and the rest of the world, due to strict trade policies, for example according to, Collier (1995), Collier Gunning (1999), Limà £o and Venables (2001), There is a common belief that Africa trades too little both with itself and with the rest of the world. The poor performance is typically attributed to protectionist trade policies and high transport costs. Similarly another study concluded that the reason behind the low trade is the poor infrastructure and inappropriate transport policies (Amjadi Yeats 1995: Limà £o Venables, 2001). Australia A study conducted in Australia, Sampson Yeats (1977) to identify the trade barriers causing decline in Australian exports, it was found in the study that transportation cost is a major contributor to decline in export as compared to tariffs, in other words it can be said that 66 percent of the total Australian exports are decline due to transportation cost. China A study conducted in china by studying various trends in trade barriers, the purpose of the study was to identify trade barriers affecting Chinese exports, and it was found in the study that transportation cost is a major trade barrier as compared to tariffs and local markups (Li, 2007). Tanzania An empirical study, Kweka (2001) conducted for developing countries such as Tanzania it was found in the study that transportation cost as a trade barrier have two impacts on the economy: It reduces the export competitiveness, Kweka (2001), since the cost incurred by the producer and cost paid by the buyer is widens by the high transportation cost. In other words it can be said that due to the increase in transportation cost most of the export orders to developing countries such as Tanzania are declined. The second impact, Kweka (2001) on the economy of developing countries is a positive impact, due to high transportation cost the trade of locally produced goods increases, this is due to the fact that the gap between the prices of locally produce goods and imported goods become so wide that it becomes nearly impossible for the people of importing country to buy imported goods as a result 95 percent of the purchases are made off locally produce goods. Ultimately leading a growth in the overall economy. Tariff There are number of studies conducted to examine the impact of tariff as a trade barrier, for instance in a study it has been found that tariff and capital controls lead to trade deformation. Where as on the other hand it has also been that found tariff barriers in the importing countries tend to have a negative, though insignificant, effect on exports of countries (T. Tamirisa, 1999). Another study examining the impact of tariff as barrier on trade found that tariff has a significant negative effect on mutual exports, in part because of significant trade cost, where as in presence of tariff barrier the impact on imports is comparatively weak (T. Tamirisa, 1999). One more study examining the impact of tariff as a barrier in trade found that tariff is one of the significant factor of mutual trade in-between countries, as compared to country size wealth, exchange and capital controls, while tariff rate significantly reduce export of developing and transition economy (T. Tamirisa, 1999). A study conducted to examine the relationship between trade barriers and trade flow. The study identified number of barriers such as exchange control, tariff, NTBs, it has been found that tariff is one of the major trade barrier as compared to exchange control and NTBs. The study also concluded that tariff with other barriers of trade tend to reduce the volume of trade, as well as tariff alone have a depressing impact on the mutual trade of countries (Lee Swagel, 1997). The study also provided the evidence that country having bi-lateral trade is affected by tariff charges as a result it does not only have a strong negative effect imports but it acts as a substantial barrier to export also. Final study concluded that tariff act as a barrier to both imports and exports of a country (Lee Swagel, 1997). Another study conducted in year 1993 by lee to examine the distortion caused by tariff in international trade found that tariffs charges lower the long-run growth rates more significantly in a country that needs to import more under a free trade regime. As well as government intervention in terms of imposing a tariff on the imports of foreign goods leads to the increase in price paid by the domestic purchaser i.e. (1 + 7) times the price received by foreign exporters (lee, 1993). Therefore it can be said that, tariff has two effects on the economy, namely the deformation of resource distribution and the transfer of income, distortion effect of tariffs always decrease the steady-state levels of the capital stock, output, and consumption. Where as transfer of income help to retain the income earned through exports within the country, in presence of tariff where as in absence of tariff same income earned through export is used to settle import bills. On the other hand the study also concluded that when the tariff rates are high, the productivity of public input diminishes; thus, higher tariffs always lead to lower growth rates (lee, 1993). Empirical studies have found that tariff liberalization would transfer trade from the rich to the poor and from the local to the global. It has been estimated that the elimination of tariffs would create more trade for poor countries than for richer countries. They also imply that tariff elimination would divert trade away from continental preferential trading areas (lai zhu, 2004). The study provided the evidence that tariffs, and distance-related barriers and production costs are important factors affecting bilateral trade flow, where as tariff being the major element affecting the trade flow (lai zhu, 2004). For instance the trade among OECD countries is free form tariff charges where as non OECD countries have the highest tariff charges. As a result, the impact of tariffs on trade within OECD countries is likely less than 3.7% whereas the impact of tariffs on trade among non-OECD countries likely exceeds 3.7% (lai zhu, 2004). Population There are number of studies conducted to examine the impact of population on trade. These studies discussed various questions regarding the benefits of openness of trade between countries for instance, who gains from an opening of the borders between two neighboring countries? Will any country lose as borders are opened? Is it the small country or the large country that benefits most? (Shachmurove Spiegel, 2004) It is general perception that countries with large populations having no trade tend to have larger profits at the expense of consumers i.e. since there is no foreign producer in the country all the profits earned through production is solely taken by the country it self in simple words it can be said monopoly. Where as if the same country having trade with other countries or foreign producers are trading in the country tends to reduce its profits, as part of the profit is taken by foreign exporter. On the other hand keeping the same scenario for a country with small population tend to have lower profits in the absence of trade and it will further see a decline in its profits with the presence of foreign producer (Shachmurove Spiegel, 2004). There are number of studies conducted that provided the evidence that countries having population aging problems have direct impact on the country trade, for instance a study by, Kenc Sayan (2001), showed that changes in age composition of population are likely to affect saving and expenditure patterns, the resulting changes in composition of demand are expected to affect comparative prices between expenditure and investment goods. On the supply side, the decline in labor supply and the slow down in capital formation associated with population aging had cause changes in capital-labor ratios. As a result it alters relative factor prices and leads to second-round effects on resource allocation. Furthermore, since the changes in the relative capital intensities across traded and non-traded sectors affect real exchange rates and trade patterns, they are expected to create additional effects on partner country economies as well (Sayan Uyar, 2002). On the other hand if the countries experiencing population aging are large in the international trade, where as their partners are small and have not yet faced a population aging problem themselves. In other words, commodities and capital traded at the terms set by large economies may make these small countries vulnerable to the effects of population aging even if they have relatively young populations (Sayan Uyar, 2002). Gross Domestic Product (GDP) There are number of studies conducted to examine the impact of gross domestic product (GDP) on trade (imports exports) of a country, for instance a study conducted using gravity equation to examine the impact of gdp on exports of a country, the study classified the sample into three categories a) homogeneous goods, b) differentiated goods, and c) an in-between category (Feenstra, Markusen Rose, 2001). It found in the study that if a trade of one country with another move from homogeneous goods to differentiated goods, then the stretch of exports with respect to GDP rises considerably (Feenstra, Markusen Rose, 2001). The finding of the study is empirically strong and significant both economically and statistically, as well as the study also stated that the GDP of the exporting country is found to be a powerful illustrative variable in the comparative strength of bilateral trade relations (Feenstra, Markusen Rose, 2001). Another study conducted in India to examine the impact of various economic variables such as (distance, GDP, population, tariff, and exchange rate) on Indian trade flows. Previous studies have also been conducted using gravity model to examine the impact of economic variables on trade flows, it was reported in the previous studies that distance has a negative and significant impact on trade where as GDP and population have a positive and significant impact on trade flows (Srinivasan Archana, 2008). Likewise the previous studies, the study conducted in India reported the similar findings, i.e. larger distance reduces mutual trade and a larger GDP and population of the trading countries increase trade. It was also found in the study that size of the economy is an important influential factor explaining the inflow and outflow of goods and services. A study similar to previous studies was conducted to examine the impact of gdp on trade flows of a country. The study supported the findings of the previous studies that tariff barrier of importing country have a negative and significant impact on exporting countries, where as the study also reported that the larger gdp and population have a positive impact on bilateral exports of countries (Tamirisa, 1999). A study conducted by, Ghartey (1993), using economic data of three countries (United States, Japan and Taiwan) to examine the impact of gdp of each country on its trade flows, it was found in the study that United states GDP promoted its exports, where as for Japan and Taiwan the impact was opposite (Chen, 2009). Similarly another study conducted by, Jung Marshall (1985), to examine the relationship between GDP and exports, the study used thirty one years of GDP and exports data from year 1950 to year 1981 for 37 developing countries, it was found in the study that there is no relationship between GDP and exports of 37 developing countries except Israel (Chen, 2009). China A study conducted in china by, Shen (1999) to examine the relationship between exports and GDP, the study used twenty one years of exports and GDP data from year 1977 to year 1998, the study found that there is a short term relationship between the Chinese GDP and exports, where there is no long term relationship between the two variables (Chen, 2009). Pakistan A study conducted in Pakistan to examine the impact of GDP on Pakistan trade flows, it was found in the study that an increase in GDP i.e. increase in domestic income results in increase in imports, for instance a one-percent increase in Pakistan GDP increases imports from US and Japan by an equivalent percent. Where as if compared to UK and Germany the trade flow is positive and small but not significant (Akhtar Malik, 2000). Inflation What exactly is inflation? A persistent increase in the level of consumer prices or a persistent decline in the purchasing power of money, caused by an increase in available currency and credit beyond the proportion of available goods and services. Inflation occurs when the price level rises from one period to the next (Robinson, 2007). The Impact of Inflation on International Trade A study conducted in U.S, Robinson (2007) to investigate the impact of inflation on international trade and small business. It was found that inflation creates uncertainty that discourages productive activity, savings and investing and ultimately reduces the competitiveness of a country in international trade. It was also found that if inflation is not offset by a nation with a less valuable currency, the U.S.s exports become more expensive and less attractive. This makes other countries imports more attractive. As a result this forms an economy of unbalanced trade with more reduced U.S. economy and international trade (Robinson, 2007). Inflation has many disadvantages; it creates uncertainty, in that people do not know what the money they earn today buy tomorrow. This uncertainty discourages productive activity, saving and investing. Inflation reduces the competitiveness of the country in international trade. If inflation is not offset by a nation with a less valuable currency, the U.S.s exports become more expensive and less attractive. This makes other countries imports more attractive. This forms an economy of unbalanced trade which results in a much more reduced U.S. economy (Robinson, 2007). Inflation and Trade A study conducted, Fitoussi (2007), to investigate the impact of inflation on trade found that in the last 15 years or so, disinflation and the increase of world trade seem to have gone hand in hand. It was found that in the past three decades a downward trend in inflation caused an inward trend in world trade (Fitoussi, 2007). The first fact that can be observed is that the past three decades were characterized both by an upward trend in world trade (measured as exports over GDP) and a downward trend in inflation (measured as yearly change in CPI) (Fitoussi, 2007). Remittances In general remittances are defined as a portion of the earnings a migrant sends to relatives back home, IMF (2010). It has been estimated that workers migrated to different countries send home between US$ 2000 to US$ 5000 a year, i.e. in terms of percentage around 20% to 30% of their income. It has been found in the previous researches that poor countries receive larger amount of remittances as compared to high income countries for instance In 2007, the top three recipients of remittances India, China, and Mexico-each received over $25 billion. But smaller and poorer countries tend to receive relatively larger remittances when the size of the economy is taken into account. Expressing remittances as a share of GDP, the top recipients were Tajikistan (36 percent), Moldova (36 percent), Tonga (32 percent) and Kyrgyz Republic (27percent). Remittances as a share of GDP amounted to 3.6 percent of GDP in low-income countries in 2006 compared to 1.7 percent in middle-income countries (Ratha Mohapatra, 2007). Numbers of studies have been conducted to examine the impact of remittances on the trade of a country; these studies provided a mix of evidence regarding the impact of remittances on countries trade, for instance some studies provided the evidence that remittances can improve a countrys creditworthiness and thereby enhance its access to international capital markets for financing infrastructure and other development projects, in other words it can be said that increase in inflow of remittances increase the foreign reserves of a country, hence it enhances the ability of a country to meet its foreign trade obligations (paying of import bills). This enhancement of country ability indicates a sign of increase in its economic activity as a result it attracts foreign investors and foreign export orders (Ratha Mohapatra, 2007). For instance the ratio of debt to exports of goods and services, a key indebtedness indicator, would increase significantly if remittances were excluded from the denominator. Exchange Rate Turkey A study conducted, Vergil (2001), to investigate the impact of exchange rate volatility on Turkish trade flows comprising on 10 years data from year 1990 to year 2000. It was found in the study that exchange rate volatility has a negative impact on Turkish trade flows. Africa A study conducted to analyze the impact of exchange rate volatility on African countries trade flows. The study used 33 sub-Saharan African countries exchange rate macro-economic performance indicators data. It was found in the study that exchange rates contributed a great deal towards Africas poor economic performance, Ghura Grennes (1993), i.e. overvaluation in exchange rate resulted in lower level of exports, lower level of real GDP per Capita and lower level of Savings (Shatz Tarr: 1990). G-7 Countries A study conducted by international monetary fund to investigate the impact of exchange fluctuation on world trade, in the study the G-7 countries trade was taken as world trade. The purpose of the study was to compare the results of IMF 1984 study a

Disability and Child

CYP3. 7 Understand how to support positive outcomes for children and young people. 1. 1 Social factors †¢ Lack of social/friendship networks. Children need friendships to develop their interaction, emotional understanding, empathy and social skills. Children who lack these networks tend to feel isolated and therefore isolate themselves more. They may suffer insecurities about themselves and be withdrawn and shy. They may struggle to communicate, share and understand the needs and feelings of others. As they grow older the insecurities may lead to self-hatred and self-harm.They will lack people to confide in or go to for advice. They may find themselves drawn into ‘the wrong crowd’ because they seem welcoming, and as a result find themselves manipulated. †¢ Poor parental supervision/neglect. Without guidance children do not learn the correct ways to behave. This will cause them to come into conflict at school because they do not know or understand acceptable bou ndaries. They may be unaware of the dangers they can face in life. They may have a distorted view of their own abilities and may believe that they are allowed to do what they want because they are never prevented.They may believe they are unloved, unimportant and unvalued and as they grow older this could lead to depression and self-harm. The lack of boundaries could result in them becoming involved in crime and anti-social behaviour. Neglect could lead to health problems through malnutrition. They may struggle to form social relationships because of their lack of personal hygiene. Poor clothing could lead to bullying and teasing, causing them to withdraw and become isolated. †¢ Illness/disabilityIf the child suffers from illness or disability they may find they frequently miss school, they may then miss large chunks of their education and struggle to achieve. It may cause them to miss out on activities such as sports, which could leave them feeling isolated. These feelings cou ld develop into anger or resentment and may cause them to have behavioural problems. They may be misjudged as lacking intelligence and therefore not given challenges, leading to boredom and perceived disruptive behaviour. If the child is the carer of a parent suffering illness or disability this can lead to emotional difficulties.The child may struggle to understand the role reversal they are experiencing, viewing themselves as being on a par with adults and more mature than their peers, resulting in them struggling to form friendships. They may become resentful at missing out on their childhood and present challenging behaviour. They may suffer anxiety whilst away from home and worry about their parent, resulting in a failure to engage in their education. They may not fulfil their potential in life as much of it will be dedicated to being a carer. Having a parent with a long term illness or disability could also lead to financial hardship due to lack of employment. Criminal or anti –social behaviour Whether it is behaviour presented by the child, a sibling or parent it could result in the child being taken into care. A parent could be absent for a length of time, if imprisoned, causing emotional stress. The child may perceive the behaviour as normal or acceptable, especially if it is being carried out by the parents and copy it. It may result in a transient lifestyle, as they could be re-housed as a result of anti-social behaviour. This would result in the child suffering a disrupted education and struggling to form long term stable friendships. †¢ AddictionsThe impact of addictions on children can be various. They can suffer health problems, if their mother had a drug or alcohol problem during pregnancy. They may suffer poverty due to lack of employment, or if the addiction is gambling. They may suffer from neglect, abuse or/and violence. If they have younger siblings they may find themselves responsible for their care and therefore may suffer st ress and feel isolated. They may feel scared and find it difficult to speak to people for fear of getting in trouble or going into care. They may ultimately find themselves in care if the addictions result in their parents being unable to care for them.They may become involved in crime to support their family. At school they may be disruptive or withdrawn, have mood swings and outbursts of violence. †¢ Parental separation This can leave a child feeling very insecure and frightened. They may become quiet and withdrawn. They may become very emotional, clingy and tearful or become violent and abusive. They may feel angry, let down and abandoned. Their work and concentration at school may suffer as a result of any stress and worry they may be feeling. They may suffer poverty as a result of a fall in the household income.They may suffer a dramatic change in lifestyle that leaves them confused. Economic and Environmental factors †¢ Poverty This can result from low income, unempl oyment, parental separation, illness or disability, addictions, or criminal activities. Children may suffer malnutrition or a poor diet as a result of their parents being unable to afford quality food. This could result in lack of concentration or poor performance at school. They could also suffer other health related issues. They may be the subject of bullying as a result of their clothing or because they do not have the latest ‘must have’ accessories.They will probably miss out on further education due to the costs involved, or as a result of the need to find employment to help support the family. †¢ Poor housing One of the side effects of poverty is poor housing. People on low income are often dependent on local authority housing. This may result in overcrowding, for example being housed in a bedsit or home with insufficient bedrooms. This means the child has no privacy, or personal space. They may struggle with homework and course work because of the lack of a quiet space in which to complete it.The housing provided may be of a poor quality – suffering damp or be in disrepair. This could have a detrimental effect on the child’s health – causing asthma or frequent colds and coughs. It will probably be in a less desirable area or could be in an area with social disorder problems. This may result in the children becoming isolated, as their parents may be fearful of letting them out to play or they may themselves become involved in anti-social behaviour and criminal activities. †¢ Lack of academic achievement Children whose parents have had a poor education or lack numeracy and literacy skills can struggle at school.Their parents may show little or no interest in their education and as a result they may also lose interest. The parents may not attend school progress meetings so they will have little understanding of their child’s achievements and therefore the child will not receive praise and encouragement to continue. The parents will struggle to support the child in homework and coursework and the child will therefore struggle. This may cause them to get in trouble as a result of uncompleted assignments. They might ‘fail’ in their education, as a result, and struggle to get employment as an adult.Cultural factors †¢ Religious beliefs and customs Children may have to attend a school associated with their religion, and may therefore receive a less balanced education. They may struggle to understand other people’s religion or lifestyle choices, if it goes against what they are taught. This may leave them confused or feeling isolated and struggling to interact with the wider community. They may also experience or witness abuse on the grounds of their religious beliefs and customs, leaving them not only confused and isolated but fearful. †¢ Ethnic and cultural customsChildren may have different forms of attire, causing them to be teased or bullied. Their cultur e may view interaction between men and women in a different way and the children will struggle to recognise what is acceptable at school as it differs to home. This could cause them to come into conflict with school rules or to be perceived as a trouble maker. †¢ Transient lifestyle The child and their family could move around frequently; for example they may come from Gypsy Roma Traveller community. This means their education will be inconsistent and interrupted.They will be unable to form close friendships and lack a support network outside their close family and community. Although dealt with separately, many of these factors are interconnected; unemployment or low income can lead to poor housing. Poor housing can lead to health problems, which can lead to frequent school absences. They will not only affect the child’s present lifestyle and health, but also their future, right through to adulthood. This pattern could then continue into the lives of their children. Wit hout support and intervention, they and their families could find themselves trapped in a cycle of disadvantage. . 2 Poverty is on the agenda of the Every Child Matters framework, with one of the outcomes stating that every child should achieve wealth and economic well-being. This means it is important to ensure that children experiencing poverty have the same opportunities as their peers. Impact of poverty can be: Low income: This can mean that children may not have the same advantages of there more wealthier peers. Poor housing: This could lead to ill health due to unacceptable standards within the home. Ill Health: Not having access to the correct food and warm clothing could affect health.Low academic achievement: This could come due to there not being such an emphasis on the importance to learn or support brackets within the home. Low Self-esteem: Children could have a low self-esteem due to the above factors. 1. 3 In accordance with Article 13 of the United Nations Convention on the Rights of a Child, the outcomes of the Governments Every Child Matters framework and the Early Years Foundation Stage, children should be provisioned for by ensuring that children are involved and engaged with, allowing them to be heard, to make decisions, contribute their experiences and be supported and safeguarded throughout their development.Even from an early age, children’s choices, even simple ones, can have an impact on their life chances and outcomes such as choosing which toys to play with at pre-school or which friends to play with, a child may develop a friendship with another child who is perhaps a bit louder and boisterous and may display unwanted behaviour, this choice of friend may have a negative impact on the child's behaviour at home or in other settings they move onto.Whilst the child has the right to choose their friends, it is our responsibility to involve the child in setting expectations of their behaviour and help them to make a positive contri bution, which is one of the outcomes of the ECM framework. Children and young people throughout their lives will make choices such as whether to eat healthily or unhealthily or start smoking or drinking, as any early years setting we ensure that we offer healthy snacks and meals, we involve the children in activities and discussions about the importance of healthy living but there will come a point where they can choose for themselves.If a child/young person chooses to eat unhealthily this will have a negative impact on their wellbeing, they could become overweight, develop diabetes and it could exclude them from taking part in activities, this could continue and have a negative knock on effect throughout their lives perhaps causing them to suffer low self-esteem and become withdrawn from social situations. A child may be raised in an environment where they are allowed to play violent computer games or have families who are in trouble with the police.These experiences could have a n egative impact on the way the child/young person develops and integrates into society, they may choose to act the same way and get in trouble or they may not like what they have experienced and choose not to. 2. 1 All practitioners should be striving to achieve the 5 outcomes of the Every Child Matters framework: †¢ Be Healthy †¢ Stay Safe †¢ Enjoy and Achieve †¢ Make a Positive Contribution †¢ Achieve Economic Wellbeing By following the 4 EYFS themes we can see how they link into the ECM Framework.EYFS Theme Supporting Principles Every Child Matters Unique Child 1. 1 Child Development Make a positive contribution 1. 2 Inclusive Practice Make a positive contribution 1. 3 Keeping Safe Stay Safe 1. 4 Health and Well-being Be Healthy Positive Relationships 2. 1 Respecting Each Other Make a positive contribution 2. 2 Parents as Partners Make a positive contribution 2. 3 Supporting Learning Make a positive contribution 2. 4 Key Person Stay Safe Enabling Environme nts 3. 1 Observation, Assessment and Planning Enjoy and Achieve 3. 2 Supporting Every Child Enjoy and Achieve . 3 The Learning Environment Enjoy and Achieve 3. 4 The Wider Context Make a positive contribution Learning and Development 4. 1 Play and Exploration Enjoy and Achieve 4. 2 Active Learning Enjoy and Achieve 4. 3 Creativity and Critical Thinking Enjoy and Achieve 4. 4 Areas of Learning and Development Enjoy and Achieve Be Healthy – this also includes how our health is affected by our social, mental, emotional and physical well-being. The Government has a focus on healthy living for children. At my setting we provide healthy snacks for the children.We also promote healthy choices, talk about healthy hearts and activities that teach them an active lifestyle. Stay Safe – we ensure children in our care are safeguarded. We have a robust safeguarding policy. Children know they can talk to any member of staff if they do not feel safe and they know they will be listened to. Enjoy and Achieve – we observe children so we understand their needs and can then plan more accurately for individual children. Make a Positive Contribution – we are continually assessing and developing our policies to ensure we are always making positive contributions to children’s development.Achieve Economic Well-being – by ensuring we follow all the EYFS and Every Child Matters we are ensuring all children have the best start in life and can go on into adulthood and achieve economic well-being. 2. 2 Recognising that everyone is unique is a first step for seeing the importance. Each child and young person will have a differing set of needs, requirements and barriers that can prevent them accessing ways of achieving success. It is also important to design services around needs because it makes best use of the money available, it targets the services properly, so doesn't waste time or resources.Putting the child at the centre means, rather than it b eing about adults and what they want, it is actually about what the child NEEDS. Key issues when designing services to meet children and young people’s needs are: Careful preparation Collaboration of different services Ensuring an up-to-date directory of services available Collaboration between services, children, young adults and parents Integrating information from different services Flexibility in working together Managing change effectively Communication and consultationOutreach – enabling access by visiting rural communities and making home visits Understanding the importance of networking between services. 2. 3 When it comes to children's participation it is rare to see involvement of children below the age of 8 years. Yet, very young children have the same rights to participation as any other children and they should be equally involved in matters that affect them. Even a two year old child can be meaningfully involved in decision making. Take the example of a p arent who prepares the clothes for her son to wear that day.It may well be that the boy says, ‘I don't like this, I want to wear that! ‘ The mother could then look at what the boy would like to wear and decide whether the clothes will suit the weather conditions. When they do, she could say, ‘okay, fine, you can wear those clothes instead. ‘ When the weather does not permit to wear the clothes the boy has identified, the mother should explain to her son that the clothes are either too hot/or too thin to wear given the circumstances. She can explain what the implications will be when he would wear the clothes he wants – catching a cold for example.This is a clear and simple example of children's involvement in decision making – in this case with a very young child. It typically happens within the family environment, it is not ‘a big thing' but it may well be important for the child's development. The boy has been given an opportunity to be involved in a decision that affects him, he has been given choices, he has received information that will help him understand the implications of his choice. It also shows how the best interest of the child may play a role in such decisions – i. e. he mother's concern about her son's health in his choice of clothes to wear. 2. 4 To support children/young people to make personal choices and experiences according to age, needs and abilities we as providers must allow them to express their own thoughts, views and opinions and most importantly listen to them. We must also offer constructive and fair advice appropriate to the age and stage of the child i. e. when a child reaches adolescent you would then think about some form of sex education where as you wouldn’t need to do this with children in the early years.To make advice fair you also need to put your own opinions and experiences to side and concentrate on delivering the facts in a positive way so that the child can t hen make positive decisions to do with the matter in hand. We can also aid them in completing activities that will allow them to make decisions and make choices and be there to support throughout process of decisions making and when things may go wrong. Also by providing the right environment we are enabling children to make choices that have a positive impact on their future lives. To provide the right environment we provide: ExplorationExperimentation Problem solving Take risks safely Variety of activities Accessible resources Resources to meet individual interest and needs Language an interaction Welcome to families of all cultures and religions Places to rest and eat An outdoor learning environment that is challenging ad promotes learning. 3. 1 The potential impact of disability on outcomes and life chances of children and young people are that it can affect the person’s ability to perform normal day-to-day activities, but each child I affected differently by their impair ment or condition.If a physical disability it may compromise the child’s healthy development and disrupt their educational experiences and if adults focus on what is ‘wrong’ with a child or young person and what they can’t do, rather than on what they can do and are already achieving, and their potential to develop, learn and progress, then the child’s emotional well-being may be affected by poor self-esteem. Children with learning difficulties or disabilities with emotional or social development may affect children’s all round progress.Families with a disabled child or young person often experience financial difficulties which may restrict children’s opportunities in life – not only that of the disabled child but of their siblings as well. This may result in relationships within families may be destabilised by the stresses of caring for a disabled child. 3. 2 It is important to have positive attitudes towards disability and spe cific requirements as it is possible to avoid or reduce the impact of their impairment so that the person can have opportunities to make choices, develop to their potential, become independent and play a full part in society.Also, if practitioners have positive attitudes about their capacity to provide for disabled children’s requirements, and are ready to learn new skills such as sign language or using the Makaton system (which we use already), then the children have greater opportunities for making developmental progress. 3. 3 Social model of disability – recognises that discrimination against disabled people is created by society, not by disabled people’s impairment’s. It looks at ways to address issues to enable people to achieve their potential, by looking at ways to adapt the environment so the child can feel included this is very important.The social model has been constructed by disabled people and by listening to what disabled people want and to remove any barriers, which may be in their way. By removing barriers and adapting the environment you are allowing children and young people chances to achieve and learn which promotes confidence and self-esteem. Medical model of disability – this treats the person as a sick patient and tends to focus on ‘How can we make this person more normal? By labelling a child because of their disability can prevent us from seeing the child as a whole person like their gender, culture and social background the medical models is a traditional view of disability and that through medical intervention the person can be cured where in fact in most cases there is no cure. They expect disabled people to change to fit into society. By adjusting our environment to suit the needs of the child and appropriate resources and facilities are provided it allows the child to be confident also we focus on what the child can do and not on what they can’t do (social).We don’t think of c hildren, as special needs we think of them as children with specific or additional needs. In my setting we aim to give all children the same opportunities and children are not singled out because they have different needs for example all though some children require 1:1 support we don’t remove them from their peers the child will still work in his or her group but they will get extra support. Low expectations about the potential of a disabled child or being over protective can limit what they achieve.It’s important that we have positive attitudes about what requirements we provide so children can have opportunities for making developmental progress (social). We have one child at our setting that suffers from multiple impairment’s. The child is registered blind but can see vaguely so we do have to make sure that walkways are clear and as she is of adolescent age we have had to purchase foldable tables for her height, for her to eat off (social). I don’t th ink that the medical model of disability impacts on our practice a great deal but I know the child does have medical care for her disability that will never be fully cured (medical). . 4 Different types of support available are * Speech and language therapy- they will usually work in partnership with parents, teachers and support staff and anyone else who has regular contact with the child and provide training and coaching sessions and provide them with ideas and strategies to put into place to help promote the child’s speech. I myself have sat in on a session with a child in our setting when the speech therapist came to have a meeting with a child and she gave us advice sheets on how best to help the child with his speech including picture cards with words on. Support from health professionals’ additional learning support- a child who has a disability like Down syndrome may need extra support in a setting to help them learn. A child with epilepsy is likely to require regular monitoring from health professionals and medication, which needs to be adjusted appropriately. * Assistive technology- these would be anything which will help someone for example wheelchairs, hearing aids, walking frames and for a child who is blind you could use software which reads text from a screen. There are many different aids available for children and adults to help them with everyday tasks. Specialised services – There are many specialized services i. e. special educational needs coordinator, physio therapist, speech therapists, school nurse, social services. These services are available in order to provide the right care for the child. 4. 1 Equality – each individual in society experiences opportunities to achieve and flourish which are as good as the opportunities experienced by other people. Diversity – the differences between individuals and groups in society arising from gender, ethnic origins, social, cultural or religious background, fami ly structure, disabilities, sexuality and appearance.Inclusion – a process of identifying, understanding and breaking down barriers to participation and belonging. The meaning of these in the context of the positive outcomes for children and young people: Being healthy – Equality – each child should have the same opportunity to lead a healthy lifestyle. Diversity – individuals in the society may have different methods of being healthy, i. e. exercise regimes, and dietary requirements. Inclusion – accepting the child’s and families view on how they stay healthy and helping any child to maintain a healthy lifestyle.Stay safe – Equality – each child should feel safe in their surroundings. Diversity – people may of different views on the level of safety. Inclusion – understanding what makes the child feel safe and maintaining that feeling for the child. Enjoying and achieving – Equality – each child shou ld have the same opportunities to enjoy and achieve as others. Diversity – parents or carers may have different views on what they want their children to achieve and/or what they should be enjoying, i. e. stereotyping –boys do boys things and girls do girls things.Inclusion – each child should have the opportunity to enjoy and achieve no matter their stage of development, making sure children who need more guidance and support get it. Make a positive contribution – Equality – every child should have the opportunity to make a positive contribution no matter what type of contribution and how big or small. Diversity – every child’s input will be different. Inclusion – children’s input, no matter how varied should be acknowledged. Achieve economic well-being –Equality – treating each child equal no matter what economic status they come from. Diversity – each child lives a different life, whether it be ec onomic status, health and disabilities, family background, religion etc. Inclusion – no matter what diverse factors affect the child’s life each child should have the opportunity to achieve economic well-being in their own life. 4. 2 Social services – social workers that work with children aim to support children in need of protection as a result of any form of abuse or neglect.Also for children who need additional services in order to reach a reasonable standard of health and development (for example children with disabilities) and for children who need to be provided with care because they cannot live with their own parents. Speech therapists – Speech and Language Therapists ( SLT) work with parents/carers and others to assess if a child has speech and/or language difficulties, communication or eating and drinking difficulties. The therapist will consider the difficulties the child has and the impact these will have on his/her life.If appropriate the th erapist will decide how the child can be helped to reach their full communication potential. OFSTED – Ofsted is the Office for Standards in Education, Children’s Services and Skills. They report directly to Parliament and are independent and impartial. OFTSED inspect and regulate services which care for children and young people, and those providing education and skills for learners of all ages. OFSTED ensure that we as providers follow the EYFS AND ECM to ensure that children are provided for and are able to develop at a healthy rate.Respite Care – Respite care is the provision of short-term, temporary relief to those who are caring for family members who might otherwise require permanent placement in a facility outside the home. Respite programs provide planned short-term and time-limited breaks for families and other unpaid care givers of children with a developmental delay and adults with an intellectual disability in order to support and maintain the primar y care giving relationship. Respite also provides a positive experience for the person receiving care.

Hercules The Greatest of the Greek Heroes Essay - 1052 Words

Hercules, or known in Latin as Heracles, was the greatest of the Greek heroes, a paragon of masculinity. In art, Hercules was portrayed as a powerful, muscular man wearing lions skin and armed with a huge club. He was also described as being a macho man buffoon, who was very impulsive. Hercules’ home and birthing place is in Thebes, Greece. Thebes is a city in central Greece. It plays as an important setting in many Greek myths, such as the stories of Cadmus, Oedipus, Dionysus and many other important roles in Greek Mythology. The demigod, Hercules has an interesting origin, he is most famous for his 12 labors, and leaves a legacy in words and expressions. Hercules has an interesting origin. Hercules was conceived by Zeus of divine†¦show more content†¦These labors were designated to him through King Eurystheus because of the unspeakable acts he committed. Hercules sought out many prophets, only in the end to return to King Eurystheus to complete his 12 suicidal labors. One of the last 6 labors completed was to capture the Cretan Bull. Minos promised Poseidon that he would sacrifice whatever the god sent to him. Poseidon sent a great bull, but Minos thought it was too beautiful to kill. So he killed another bull, and Poseidon grew angry so he made it rampage through the city of Crete. Hercules wrestled the bull to the ground. He carried the bull back to Eurystheus, but it could not be tamed so Eurystheus set it free. The 8th labor Hercules had to complete was stealing the Mares of Diomedes. Diomedes’ Mares are 4 men eating horses with terrible tempers. Diomedes kept the horses chained to a golden post to keep them from escaping. Hercules snuck behind the golden post taming the horses, and right before he could release them Diomedes soldiers began attacking Hercules. From hearing all the commotion Diomedes awakens. He is informed that Hercules is trying to steal the mares from a random foot soldier. 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Developing New And Innovative Programs For Educators

As the world become more and more interconnected, as well as dependent on technology, it has become increasingly clear that educators need to make sure they teach their students the proper skills to be active participants in the world around them. Seeing the potential pitfalls of students not being able to meet the skills of tomorrow, some organizations and groups have set about lobby for jus this type of educational reforms. One of the leaders of developing new and innovative programs for educators is the Association for Supervision and Curriculum Development, known better as the ASCD. The ASCD makes the case for students not only be taught to be successful in a complex, interconnected world, but also for the schools to properly prepare†¦show more content†¦Interpersonal skills are a life skill that are used every day in our interactions with other people, either individually or in a group. Those that work on developing their interpersonal skills are not successful in their professional life, but they are also successful in their personal lives as well. The ASCD is not the only group lobbying for students to be taught with 21st century skills. Another important group would be the National Education Association. The NEA, similar to the ASCD, has broken down their four main talking points into what they refer as â€Å"The Four Cs†. They are critical thinking, communication, collaboration, and creativity. Similar to the ASCD in some respects, the NEA changes it up and directly states the need for creativity as a desired 21st century skill. Another group, which so happens to be the one I found the most agreeable with in regards to a proper 21st century skill, is the Partnership for 21st Century Learning. What I personally found so interesting about P21 was how they broke down their desired 21st century skills into easily digestible units and spelled exactly the need for teaching these to students. For example, one of the pillars of the P21 guidelines was the idea of Civic Literacy. As a future Social Studies educators, I think it’s incredibly important that all students are instilled with a certain degree of understanding about