What are the differences between Price and non price competition

What are the differences between Price and non price competition To increase the profits or revenue of any firm we choose price competition or non price competition. price competition is a competitive situation in which price is major means of differentiating the products A product or service can be competing in the market by many ways. In price competition ,two products which are similar compared by the customer on their respective pricing, the customer mainly purchase the product on the basis of which is cheaper, they are other ways of competition but price comparison will effect. Price competition is one of the marketing strategy which used by firms to increase profits and revenue of the firms. To compete efficiently firm must be match the price or it need to be beat the price. Firm must be lowest cost producer and it need to change price frequently ,in price competition even your competitor respond to your price your firm need to respond as quickly as possible when the competitor change the price . Customer will switch to brand which is low priced brand Non price competition: Non price competition is a competition among different firms that they distinguish their products example: product features, style, delivery, promotions, advertising, selling staff etc.non pricing competition is mainly used by firms to distinguish their products, any firm can use non-price competition it is common for monopolistically competitive firms because firms which operates in monopolistically competitive market are price takers. Non price competition is a marketing strategy to increase profits and firm revenue. Every firm try to distinguish their products by its quality or promotions or product features any other sustainable competitive advantage other than price, Can build customer loyalty towards the brand. The firm must promote the distinguishing features to create customer awareness. MONOPOLISTIC MARKET The market structure of monopolistic competition is situated between those of perfect competition and monopoly 1)in monopolistic competition profits can be maximized when marginal revenue equals to marginal cost MR=MC. 2)there are many buyers and many sellers 3)the products being sold are differentiated or heterogeneous in character 4)there is free entry or exit of firms 5)the goal of the firm is to maximize the profits both in short run and long run short run comes under price competition and long run comes under non-price competition 6) product differentiation is high 7)completion on quality, price, marketing OLIGOPOLISTIC MARKET Oligopoly market is an imperfectly competitive market structure in which few large firms dominates the market .oligopolistic market is non price competition because product different ion exists in it, firms have reason to compete on the basis of other factors besides the price Characteristics of oligopoly market 1)few sellers 2)either a homogeneous or a differentiated product 3)different market entry 4)oligopolistic competition are price maker 5)in this few large firms one firm action influence others the four market perfect competition,monopoly,monopolistic competition, oligopoly in which firms in perfect competition are price-taker ,whereas firms in other three markets are price makers ELASTICITY The elasticity of demand is the measure of response of demand for a product to change in any of its determinants example price of the product, price of substitutes, price of complements, consumers income and consumers expectations regarding prices. If the price of the compulsory goods can be increased and the consumer can choose the complementary goods then it is called elastic and the consumer cannot choose the complementary goods ,they are compulsory goods then it called inelastic There are different types of elasticity of demand 1)price elasticity 2)cross elasticity 3)income elasticity Price elasticity of demand: the price elasticity of demand is demand for the product or firm to change in its price ,elasticity of demand is the percentage change in the quantity demand of a firm or product as a result of certain percentage change in its price Ep=percentage change in quantity of demand /percentage change in firm= %à ¢Ã‹â€ Ã¢â‚¬  Q/%à ¢Ã‹â€ Ã¢â‚¬  p Price Elasticity if it is more than 1 Elastic Demand when price changes quantity of demand for product is also increased When if it is less than 1 Inelastic Demand when price decreases quantity of demand for the product is little increased when compared to previous revenue Unitary Elastic when price decreases quantity of demand for the products is equal as previous revenue. Price elasticity for individual goods If the goods are luxuries elasticity will be higher, when substitutes are available consumer have choice and time to choose. When ED>1 point is above mid-point, demand is elastic. When ED=1 point is at Midpoint, demand is unit-elastic When ED When elasticity of demand is price inelastic, whenever price decrease reduces total revenue. When elasticity of demand is price elastic, whenever price decrease increases total revenue. In unit elastic demand, whenever price decrease there is no change in the total revenue Arc and point elasticity : when price elasticity of demand is measured between any two finite points on a demand curve it is called arc elasticity and elasticity measured at a point on the demand curve is called point elasticity Cross Elasticity of demand: cross elasticity defines A change in the quantity of demanded for one product is created by a price change in a related product i.e substitute good and complimentary good represents cross elasticity of demand. If two goods are substitutes for each other cross elasticity is high and if the two goods are totally different and unrelated , cross elasticity between them is zero. When cross elasticity is positive between two goods then they are called substitutes .when cross elasticity is negative between two goods they are not complementary as this is found price change is very strong when income effects. Income Elasticity of Demand: A small change in consumer income will lead to change in quantity of demand for the product. As consumer income increases and income spend on the product is same as before elasticity for the product is one. If the proportion spent on the product increases as income increases then the income elasticity for the product is greater then one If the proportion spent on the product decreases as income increases then income elasticity for the product is less than one Factors affecting elasticity demand 1) The fraction of income spend on the good 2) How narrowly defined the good is 3) How easy is to find out about substitutes 4) How much is available to adjust to price changes 5) nature of commodity 6)differed consumption 7) time factor 8) price level 9) joint demand SHAMPOO USAGE I visited a local super market and focused on shampoos section where I found wide range of shampoos of different brands. There are few companies which produce many varieties of shampoos and conditioners which will be available at any store at a reasonable rate. In my paper I specified on the following company brands which are listed below 1) Hindustan unilever limited > Dove > Clear > Clinic plus > Sunsilk 2) Procter and gamble > Head shoulder > Pantene > Rejoice 3) Cavinkare > Meera >chick >nyle 4) loreal >Garnier fructis 5) ITC >  vivel ultra pro HINDUSTAN UNILEVER LIMITED Hindustan unilever limited which was established in 1933, the first shampoo which they launched was clinic plus which had a great demand compared to the other company products at that time (19s). The main reason was they were successful in satisfying the customer, which made there brands so popular. CLINIC PLUS Clinic plus launched 3 different varieties of shampoos 1) Clinic plus strong and long health shampoo 2) Clinic plus strong and natural shampoo 3) Clinic plus long and strong anti dandruff Another shampoo brand from Hindustan unilever limited is Sunsilk, a global brand which was launched in 1964. SUNSILK Sunsilk was launched in 6 different varieties Sunsilk Thick long shampoo conditioner Sunsilk soft and smooth shampoo conditioner Sunsilk hairfall solution shampoo conditioner. Sunsilk damage repair shampoo conditioner Blackshine shampoo. Anti-dandruff shampoo. ALL CLEAR Clinic all clear is another brand from Hindustan unilever limited, it is the first brand which targeted men specially. Formulated anti dandruff shampoo it was launched in 1980 in india and 14 other countries world wide later it was renamed as CLEAR. Clear is available in 5 varients Active Care Ice Cool. Hair fall Defense Soft Gloss. Radiant Black DOVE Dove is the leading brand from Hindustan unilever limited globally dove was launched over 80 countries world wide and it is also called fastest growing hair category brand in India , dove attracts wide range of female customers Dove has a wide range of hair care products that repair accumulated damage and protect and care for the hair .The new Zero Damage System repairs and protects hair from damage. There are variety of shampoo from dove and conditioner Dry therapy Breakage therapy From the HUL company there is a cheaper product like clinic plus and sunsilk which helps rural people and costly product like dove for urban people.From both urban rural areas HUL is covering both urban and rural areas To increase the sales HUL released shampoos in various sizes for various brands For clinic plus, sunsilk the prices are similar 7.5 ml sachet-3 rs 100 bottle 67 rs 200 ml bottle- 120rs For dove the prizes of respective samples is 7.5ml sachet 3 rs 100ml bottle 130 rs 200 ml bottle 215 rs In the local store 35% of the place is occupied by hul products HUL occupies market share over 50% PROCTER AND GAMBLE Procter and gamble launched head shoulder and it is worlds no one anti dandruff shampoo, which reduces not only dandruff but also eliminates p.o value. HEAD SHOULDERS Head Shoulders released 6 different varieties of products: Head Shoulders Smooth Silky. Head Shoulders Refreshing Menthol Head Shoulders Clean and Balanced Head Shoulders Silky Black Head Shoulders Naturally Clean Head Shoulders Nourishing Aloe Vera PANTENE Pantene is the product of Procter and gamble, which was launched keeping women as there prime focus. Pantene is the shampoo that conducts survey on ladies hair loss. Rejoice is the another brand from Procter and gamble who launched Asias No. 1 shampoo Micro-Silicone conditioning technology gives twice as smooth, and easy to comb hair versus ordinary shampoos.as it use natural ingredients like henna, amla, reetha and shikakai. PG released its products in 3 different varities : Rich: Silky Clean Complete Products from the Procter and gamble is highly costly product which covers only urban areas In the rural areas only 7.5 ml sachets will be sold out 40 % of company profits is from sachets only Prices of pg is as follows 7.5 ml sachet-3 rs 100ml bottle-110rs 200 ml bottle -210rs In local stores place occupied by the PG is 25% PG occupies market share over 16 % CAVINKARE Cavincake was established in 1983 it launches 3 different varieties of shampoos Meera it is pure herbal shampoo with badam enriches and many herbals Chick is the first shampoo launched by the cavinkare at the time of clinic plus it is compitetor for clinicplus chick is one of the most used bu rural peoples Nyle- nyle shampoo is newly launched by cavincare it is in 4 different varients Amla, Tulsi, Aloevera and Green tea Calvinkare products release their products in following szes 7.5ml sachet-3 rs 50ml bottle- 35 rs 100 ml bottle -60rs 200ml bottle 110 rs In local stores place occupied by the PG is 15% Calvinkare occupied market share over 19% LOREAL Garnier was launched in 1991 Garnier was launched with ultra Duox range of shampoos in the year 1991. Garnier is not an Indian brand but it has crafted a special place in todays Indian market. Garniner has reached peaks because of its innovations and by launching new products which attracts the consumers. Presently garnier has targeted the middle and upper class by reducing its price and launching huge range of there collection. It has two sub brands they are >Garnier fructis and >Garnier ultra soux Garnier fructis was launched with different varieties like Garnier fructis daily care shampoo Garnier fructis triple nutrition fortifying shampoo Garnier fructis anti-dandruff shampoo Garnier fructis sleek shine shampoo. The credit of launching a color shield shampoo and Shampoo + Oil 2 in 1 shampoo goes to Garnier. It is the first company to launch a shampoo which contains essence of oil and shampoo together in a same pack. Coming to the garnier shield shampoo it was launched in order to nourish and strengthen the colored hair. Garnier could sustain its level in Indian market by introducing variety of products into the market and by there advertising style. Its innovative ideas and new releases are making its products popular. On a survey it was noted that the number of consumers using Garnier has drastically increased as they make there products from natural fruit oils which are harmless. Garnier has reached to the core of the market as it is able to satisfy its consumers and meet there requirements. Garnier products released their products in th following sizes 7.5ml sachet-3 rs 100 ml bottle -115 200 ml bottle- 220 In local super market space allocation for the loreal products are 15 % Loreal products occupy market share over 10 % ITC Itc launches vivel ultra pro in 2009 with 3 years extensive research it as unique actipro -z omplex which will solve dandruff problems VIVEL ULTRA PRO Vivel ultra pro products released their products in th following sizes 7.5ml sachet-3 rs 100 ml bottle -90 200 ml bottle- 160 In local super market space allocated for the product is 5% It occupies market share over 5% CONCLUSION From the above shampoos I conclude most of the shampoos sachets is sold instead of bottles due to price many of the shampoos companies get 40 % profit from sachets only HUL is occupied 1st place in shampoos market it has low price products to attract rural areas and high price products to be sold in urban areas it occupies 50% of market share. And then calvinkare because it is mainly used by rural areas due to price comparision , calvinkare products are relatively low when compare to any of the other it occupies 19% this are the only 2 leading companies in shampoos market

Phillip Larkin Essay

The statement â€Å"Larkin is a poet of grey moods, suburban melancholy and accepted regrets.† Is accurate and appropriate when looking at and reading his poetry. This is displayed through his various poems, including the ones I’m going to talk about; ‘Aubade’ and ‘The Whitsun Weddings.’ Both of which portray all three themes. The poem Aubade as a whole represents these three themes through the constant use of truncation in poem at the end of every stanza. The poem itself also represents the themes as ‘Aubade’ is about mourning the life we have in preparation for death, which in its irony comes under the first theme of grey moods. More specifically to the theme of grey moods within Aubade is through the quote, â€Å"I work all day, and get half drunk at night. /Waking at four to soundless dark. I stare† As this is in the opening stanza it sets the tone of the poem and portrays Larkin’s particular mindset. The monosyllabic language emphasises his reluctance in engaging in daily life as well as his depression. â€Å"Soundless dark,† being an allusion to death it portrays to the reader a certain outlook Larkin has on life due to these moods. The next quote to represent grey moods shows a pragmatic outlook Larkin has on life and thoughts. â€Å"Making all thought impossible but how / and where and when I shall myself die.† This quote from the poem is truncated to emphasise the inevitability of death itself. This quote yet again shows the outlook he has on life and the particular mindset Larkin is in which is largely influences his moods. Suburban melancholy is another theme represented throughout various poems written by Larkin, including ‘Aubade.’ Throughout this poem despondent outlooks on life is shown for example in this quote, ‘meanwhile telephones crouch, getting ready to ring / in locked up offices.† The personification effectively represents his distaste for life, working and daily duties again reiterating that the poem is about mourning life in preparation for death. The line in the quote saying, â€Å"getting ready to ring† can be interpreted as a symbol or a metaphorical representation of death calling. Another example displaying the theme of suburban melancholy is the quote, â€Å"all the uncaring / intricate rented world begins to rouse.† By saying intricate world meaning complicated it shows his outlook again on the daily life of society and human beings, possibly because they don’t share the same concern for death as he does. The words ‘uncaring and unrented world’ link to extinction and further links back to the theme of grey moods as well as accepted regrets as his attitude towards life is we are all going to die anyway so in a way what is the point. The theme of accepted regrets is evident throughout this poem and is shown in the quote, â€Å"Being brave / let’s no one off the grave† This rhyme and truncation emphasises Larkin’s outlook and acceptance within life and death. In this quote he accepts and understands that death is inevitable and Larkin acknowledges that it does not matter who he is or the decisions he has made in life it will not change anything. Death will still come. The poem ‘The Whitsun Weddings’ by Larkin as a whole represents all three themes through the structural use of truncation within stanzas to represent lines that are in a candid tone and also enjambment in Larkin’s descriptions of buildings and such as he admires buildings because they can stand forever and he fears death. The theme of grey moods is present within this poem in the following quote, â€Å"did my three-quarters-empty train pull out† The use of rhythm allows this line to flow in to the next line to further emphasise his tone and attitude. This quote also shows a metaphorical emptiness within Larkin as during this poem the time and place and setting have a relevance and meaning and he does not. Suburban melancholy is portrayed throughout these quotes, â€Å"Of blinding windscreens, smelt the fish dock.† The visual imagery at the beginning of this quote and then the olfactory imagery of the smell of the fish dock show sadness in his opinion and description of the landscape and his surroundings and how unappealing his society and life may be. Then in the quote, â€Å"Its postal districts packed like squares of wheat:† The simile emphasises the closeness and urban feel of the society again adding to the unappealing and dull nature and tone he sees in his surroundings. The final theme of accepted regrets is present within ‘The Whitsun Weddings’ in these quotes, â€Å"ready to be loosed with all the power / that being change can give.† This objective language shows Larkin’s experience on this journey and that events like this can change someone’s outlook on life but it hasn’t changed him and he accepts his decision for partaking in the journey. â€Å"And as the tightened brakes took hold, there swelled / a sense of falling.† This quote contains an aspect of visual imagery but shows a sense of falling to death. Death is inevitable and he believes that there is no hope, which he accepts and understands with the link to the sense of falling. Phillip Larkin is a poet is a poet of grey moods, suburban melancholy and accepted regrets and this as I have stated is unmistakable throughout all aspects of his poetry.

Children and Young People Development Essay

Section 1: – The pattern of development from birth to nineteen 1.1 Explain the sequence and rate of each aspect of development from birth to 19yrs 1.2 Explain the difference between sequence of development and rate of development and why the difference is important Section 2 – The factors that influence development 2.1 Explain how children and young people’s development is influenced by a range of personal factors 2.2 Explain how children and young people’s development is influenced by a range of external factors 2.3 Explain how theories of development and frameworks to support development influence current practice Section 1 complete: Verified: Section 2 complete: Verified: Section 3 – How to monitor development and make appropriate interventions 3.1 Explain how to monitor children and young people’s development using different methods 3.2 Explain the reasons why children and young people’s development may not follow the expected pattern 3.3 Explain how disability may affect development 3.4 Explain how different types of intervention can promote positive outcome for children and young people where development is not following the expected pattern Section 4 – Early intervention for children’s speech, language and communication and development 4.1 Analyse the importance of  early identification of speech, language and communication delays the disorders and the potential risk of late recognition 4.2 Explain how mutli-agency teams work together to support speech, language and communication 4.3 Explain how play and activities are used to support the development of speech, language and communication Section 3 complete: Verified: Section 4 complete: Verified: Section 5 – Transitions and the effect on child development 5.1 Explain how the different types of transition can affect children and young people’s development 5.2 Evaluate the effect on children and young people of having positive relationships during periods of transition Section 5 complete: Scenario You and a colleague have agreed to run a series of training workshops at a local college for students interested in working in child care. You have been invited in to show your knowledge of Child and Young Person Development in a school setting. Your colleague is going to write the training presentations but you need to create a series of handouts which summarise the key points. The headings of the workshops are: the pattern of development from birth to nineteen the factors that influence development how to monitor development and make appropriate interventions early intervention for children’s speech, language and communication development transitions and the effect on a child’s development Your handouts could be in any form and could include written information, diagrams, tables and illustrations. Use the structure below to produce the 5 handouts that your colleague has asked you to create. You must cover each of the assessment criteria. Handout Number One: the pattern of development from birth to nineteen Assessment Criteria: ï â€™ Please tick the box when you believe you have covered this in the content. ï  1.1 Explain the sequence and rate of each aspect of development from birth to 19 yrs ï  1.2 Explain the difference between sequence of development and rate of development and why the difference is important 1.1 Explain the sequence and rate of each aspect of development from birth to 19 yrs Age Range Emotional Physical Cogitative (Intellectual) Language 0 – 9 months Emotional attachment to parents. Feelings (happy; sad; afraid.). A need for a sense of wellbeing and predictability of daily tasks. Starts to develop a sense of discernment for food and toys etc. Sleeps for most of the day. Shows excitement through waving arms and kicking legs. From 6 months on begins to rollover; sit independently; starts to crawl and pull up to standing position. Reaches out for objects and begins to grip them. Neck muscles strengthen enabling baby to hold head up. Begins teething. Slight responses using senses (sight; sound; smell; touch; taste). Mouthing objects Identify familiar people by their voices and facial features. Egocentric. Begins to compile visual images and to appreciate ‘reveal’ games i.e. peek-a-boo. Responsive to sound and familiar voices and turns head toward sounds. Responsive to facial expressions i.e. smiles. Begins to ‘babble’ and ‘gurgle’. Begins to say ‘dada’ and ‘mama’. Aware of familiar family names. 9 – 18 months Emotions develop i.e. Happiness; Anger; Fear. Distressed when others are upset. Looks for security and assurance from known adults, needs to be loved and cuddled. Draws away from strangers. Walking; shuffling; toddling. Begins to build blocks, can throw; hold a book. Pincer grip develops enabling child to hold pencils etc. Develops sleeping routine. Begins to imitate behaviours in others. Learns through the senses. Likes to hear objects named and understands familiar language i.e. eat; drink; dressed; bed. Begins to develop vocabulary (3 – 20 words). Uses gesture to communicate and reinforce language i.e. waving and saying ‘bye bye’ Connects sounds into ‘sentence structures’. 18 months – 3 years Learns to trust and become more confident. Has temper tantrums. Develops a sense of ‘self’ ant the need to do something for ‘self’. Understands and uses ‘No’. Shows lots of emotions. Lacks awareness of emotions in others. Begin to feed themselves. Draws, starts to stack blocks as fine motor skills develop. Can walk, run, climb stairs with caution. Enjoys action songs and begins to participate. Begin to use potty / toilet. Help to dress themselves. Recognise and name objects. Increased attention span, although still quite short. Continue to learn through the senses. Ability to match shapes and colours. Develop vocabulary at a rate of 3 words a month. Use three to four word sentences. Begins to sing simple songs and nursery rhythms. Can repeat simple messages. 3 – 5 years Unaware of others feelings. Sensitive to feelings of other people towards self. Growing confidence. Wants to please, seeks approval. Expresses emotions to others e.g. jealousy; anger; happiness. Ability to draw, use scissors, play catch. Can ride a tricycle, jump, run with confidence. Toilet trained. Enjoys sensory play i.e. sandpit; water, play doh, finger painting. Improved dressing skills. Rapid muscle growth. Uses imagination a lot, enjoys role play and dramatic play. Begins to see ‘cause and effect’ relationships. Is curious and inquisitive. Asks numerous questions. Can develop imaginary friends. Aware of right from wrong. Vocabulary increased up to 1500 words. Can have extended conversations. Can describe an event or what happened that da. Can carry out simple instructions. 5 – 12 years May start to show fear of dark, dogs, falling etc. Finds it difficult to accept criticism. Doesn’t like losing. Can display aggressive behaviour / tantrums. Can vocalise their needs and feelings. Can dress and undress. Care for own toilet needs. Confident running, jumping etc. Fine motor skills improved. Can draw, write, colour in more accurately. Learns to read and write. Can recognise and name more complicated shapes and colours. Can follow more detailed instructions. Starting to form opinions. Very curious. Vocabulary up to 4000 words. Sentence structure improves and question asking become complex, why; how; when. Ability to remember events and describe with greater details. 7 – 12 years .Girls are beginning to develop faster than boys. Increasing awareness of self and others and the environment. Usually affectionate, helpful, cheerful, outgoing. Can be rude, bossy, demanding. Independence growing, dependable and trustworthy. Has improved body control. Becomes more competitive. Fine motor skills improve. Handwriting becomes neater and smaller. Baby teeth fall replaced by adult teeth. Hand eye co-ordination improves. Increased ability academically i.e. literacy; mathematics; reading; IT. Can form and articulate compound opinions. Creative and likes to experiment. Develops interests, seeks facts, capable of prolonged interest. Can do more abstract thinking and reasoning. Challenges adult knowledge. Vocabulary increases to 10,000 words. Sentence structure takes on greater complexity. Ability to use grammar correctly including appropriate use of a wider range of language and punctuality. Appreciation of humour develops. 12 – 16 years Puberty begins, affecting emotional development. Greater sense of independence. Better understanding of other people beliefs and opinions. Will debate and argue their own view point with clarity and an ability to justify their reasoning. Can become sulky and withdrawn. Develops a greater interest in appearance and what others think of them. Physical changes brought on by puberty. Rapid growth and muscle development. Become more efficient at running, swimming etc. Ability to be a team player. Possible acne or similar skin problems. Healthy appetite to discuss and debate opinions and causes. Increased ability for more difficult maths, literacy, reading, researching. Can vocalise own ideas and beliefs. Increasingly able to memorise, to think logically about concepts, to engage I introspection and probing into own thinking. To plan realistically for the future. Vocabulary increases to 20,000 words. Ability to manipulate language and use in appropriate settings. Can clearly and concisely articulate view points and question others points of view. Extended reading list. Appreciation of humour. 16 – 19 years Worries about failure. May appear moody, angry, lonely, impulsive, self-centred, confused and stubborn. Has conflicting feelings about dependence/independence. Has essentially completed physical maturation, physical features are shaped and defined. Probability of acting on sexual desires increases. Can understand and resolve extremely complex theories in maths, science, IT  etc. Reading and writing matures. Ability to debate and discuss at higher level with peer groups. A greater ability to use language and understand use appropriately. Ability to use grammar correctly and adapt as necessary. More sophisticated use of humour and word play. 1.2 Explain the difference between the sequence of development and rate of development and why the difference is important. The sequence of development is the order in which development takes places and all physical development happens in the same order for most people e.g. a baby must be able to hold its head without support before it can sit with just its lower back supported and then stand. A child’s development is generally broken down in to four of five specific categories i.e. physical; communication; intellectual/cognitive; social/emotional/behavioural and moral. Using these specific categories one can monitor the phases and stages of development within a ‘normal’ age range. The rate of development is the time period development happens at, there are guidelines available created from information gathered from observation indicating at what age various stages of development should occur, however, these are guidelines and one should remember all children are individuals and develop differently. The difference is important is because all guidelines are written in a way to support the development of a neurotypical child, therefore, if a child does not develop in line with the guidance it could indicate that there may be a problem. The guidelines provided for childhood development are a very useful tool used by both professionals and carer’s to monitor what a child can and cannot do at various stages in their development. By monitoring a child’s developmental progress, early indicators could be identified alerting the professional that there is a problem. It will also support professionals to plan efficiently and refer appropriately to ensure that a child gets the attention required to address the areas in which they are struggling. All areas of development are linked together, for example, speech can be affected if the child has difficulty hearing. The rate a child develops at can also be affected by their environment. One would expect a child who has extensive social interaction with people opportunities to play would develop faster than a child who has a more isolated life style and more limited opportunities to mix with groups of people and play. Handout Number Two: the factors that influence development Assessment Criteria:   Please tick the box when you believe you have covered this in the content. 2.1 Explain how children and young people’s development is influenced by a range of personal factors 2.2 Explain how children and young people’s development is influenced by a range of external factors 2.3 Explain how theories of development and frameworks to support development influence current practice 2.1 Explain how children and young people’s development is influenced by a range of personal factors Children and young people’s development is influenced by a range of personal factors and how they can impact on the child’s rate of development and sense of well-bein rg. If a child has Special Educational Needs their development can be severely delayed in comparison to their peer group. Children who have conditions such as autism or global development delay social skills will not develop as expected, they may not have the skills required to interact with their peer group or learn through play. Children who fall in to this group may also lack the ability to copy or communicate through gesture and language and can often be described to be ‘in their own little world’. If a child has a physical disability their rate of development could be adversely effected. Children with mobility issues may not be able to walk or run. Their social interaction and opportunities may be limited and they may not mix as much as an able bodied child with their peer group. Appointments  with consultants and hospital could mean that they miss school. Their disability may mean they are not invited to birthday parties and social functions as an assumption could be made that if they can’t join in, they won’t enjoy it. If a child comes from an abusive home they could have emotional disabilities preventing them from trusting other people, especially adults. Doubting their own self-worth and their confidence in their own ability. It is very difficult for a child who has been mentally or physically abused to understand a safe and secure environment as it is alien to what they have come to accept as their ‘norm’. They can feel they are not as good as other children and believe that they cannot achieve what their peer group is achieving. Feeling like this about oneself can be crippling and can prevent a child achieving their full potential and it takes a lot of input from appropriate professional to help the child to recover. 2.2 Explain how children and young people’s development is influenced by a range of external factors. Children and young people’s development is influenced by a wide range of external factors. These can include anything from situation in the home, school or local community. If a family moves house when a child is young this can adversely affect their development. A child of school age could be plucked from the security of a community and school where they feel safe and have a group of friends and find themselves in a new school, living in an unfamiliar community and what could feel like a scary and alien environment. It can be daunting to the point of socially crippling for some young children to join an established class, to be the ‘new’ child and to learn how to fit in with their new peer group and understand the rules of how the peer group function. As a consequence struggling to fit in could impact on the child’s academic achievement, self-confidence and social development. A child’s development can be affected if a new baby arrives. When the family dynamic changes all members of the family will subconsciously review their  place in the family structure. Whether they go from being an old child to eldest child; baby of the family to middle child or only boy / girl to eldest boy / girl etc. It can be difficult to find your niche and the introduction of the new member of the family can result in feelings of jealousy, no longer being needed, feeling you have been replaced or feeling less special. All of these feelings can cause the child to stop talking, regression, bed wetting or spiteful behaviour toward the baby. When a family are expecting a baby they should take time to discuss the new arrival, think about how it will effect ‘me’ and encourage the children, reassuring them that they are very much loved and that the new baby will really need it’s big brothers / sisters and that all the children in the family are special. It is possible to manage and plan to minimise the effect of some external factors that could influence the development of children and young people such as moving house and having a new baby. Unfortunately, sometimes things happen which we haven’t had time to prepare for. If a family member, close friend of the family, class mate or even a pet dies a child can find it very difficult to understand. The concept of death is challenging for most adults to comprehend so trying to explain to a child that someone they love has left and they won’t be seeing them anymore can devastate a child. They will struggle to manage these new emotions and there is a risk they blame themselves. As with other external factors which influence their development the child could regress, become introvert, find it hard to trust relationships with people who might just leave them. It can affect their school work and may take them some time to accept the death and move forward. They will need a hug e am out of emotional support. 2.3 Explain how theories of development and framework to support development influence current practice. Over the years there have been many theorists who have studied child development and considered what might effect and influence their stages and rate of development. The theorists were all driven by individual ideals and beliefs. Many of their theories influence common practice in early year’s environments and schools today. Piaget’s (1896-1980) theory looks at stages of cognitive development. According to Piaget children progress through four stages of cognitive development which indicate how they see the world. Piaget believed that children actively try to explore the world around them and try to make sense of it. Through his observations Piaget’s developed a theory of intellectual development that included four stages. The sensorimotor stage from birth to 2; the preoperational stage from 2 to 7; the concrete operational stage from 7 to 11 and the formal operational stage which begins in adolescence and continues in to adulthood. Piaget thought that all children develop at their own speed but got there in the end. By considering each child individually and thinking about how one would create the best learning experience for them we are providing them with a quality learning experience. In the classroom we must consider that all children are not at the same stage of cognitive development. There needs to be a variety of suitable learning experiences for children at various levels of cognitive development. This supports outcome-based education (OBE) principals which state that individual learners needs must be catered for through multiple teaching and learning strategies and assessment tools and that learners must be allowed to demonstrate their learning achievements and competence in whatever manner and most appropriate to their abilities. Marlow (1908-1970) was a humanist. His theory suggest that our actions are motivated in order to achieve our needs. His theory ‘A theory of Human Motivation’ is often displayed as a pyramid detailing a hierarchy of need. The lowest levels of the pyramid are made up of our most basic needs i.e. physical requirements including the need for water, food sleep and warmth. Once these are met people move up to the next level, a need for security and safety. People move up the pyramid towards the top requiring the need for friendship, love and a need for personal esteem and feelings of friendship. Maslows theory can be seen in the classroom by the introduction of water  bottles, regular healthy snacks, breakfast clubs and lunch at appropriate time in the school day schedule. Once the child’s basic needs have been met it is presumed that the child is best placed to learn. There is a huge emphasis on safe guarding in schools, everyone working in the school environment is trained to look out for possible signs of neglect, and this too supports Marlow to ensure the child’s needs are met. Skinner (1904-1990) believed the best way to understand behaviour is to look at the cause of an action and its consequences. He called his approach ‘operant conditioning’. This means the changing of behaviour by the use of a reinforcement which is given after the desired response. Skinner identified three types of response i) neutral response – responses from the environment that neither increase nor decrease the probability of a behaviour being repeated. Ii) Reinforcer’s – responses from the environment that increases the probability of a behaviour being repeated. Reinforcer’s can be either positive or negative. iii) Punishers – response from the environment that decrease the likelihood of behaviour being repeated. Punishment weakens behaviour. Skinner’s theory can be implemented in the classroom by introducing a reward system. In younger classes ‘smiley/sad’ reward charts are displayed and smiley faces are given for good behaviour and sad faces for less favourable behaviour. As children grow older merit marks are given in recognition of good behaviour and detention for unwanted behaviour. Handout Number Three: how to monitor development and make appropriate interventions Assessment Criteria:   Please tick the box when you believe you have covered this in the content. 3.1 Explain how to monitor children and young people’s development using different methods 3.2 Explain the reasons why children and young people’s development may not follow the expected pattern 3.3 Explain how disability may affect development 3.4 Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern 3.1 Explain how to monitor children and young  people’s development using different methods. There are various methods of monitoring children’s and young people’s development. There are both summative (the assessment of the learning and summarizes the development of learners at a particular time) and formative (a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension) methods such as formal testing i.e. SATs, which record a child’s academic achievement or observations, target checklists, tick box checklists. Early Years Foundation Stage (EYFS) sets the standards for development, learning and care of children from birth to 5 years. There 2 main assessments of children carried out i) EYFS check children at 2 yrs providing a short summary of a child’s development between 24 and 36 months. ii) the EYFS profile provides a summary and details the child’s attainment at the age of 5. In Primary and Secondary Education the National Curriculum is followed. The National Curriculum covers learning for all children aged 5 -16 in state schools. Children with Special Educational Needs (SEN) work to ‘P’ scales, this is the statutory method used for reporting attainment. Key Stages were intruded in 1988. Targets defined in the National Curriculum are assessed at the end of each key stage. Key Stage 1 covers years 1 and 2, Key Stage 2 covers years 3 to 6. At the end of the Key Stage the children are tested by using SATs (Standard Assessment Tests). These are tests that are set for pupils in Key Stage 1 in year 2, in Key Stage 2 in year 6 and in Key Stage 3 during years 7-9. They are designed to measure pupil’s progress in the core national curriculum subjects compared to other children of the same age. They are a method of assessing pupils, monitoring progress and help plan future teaching. The children are tested in an exam like environment and provide a comprehensive indication of the child’s academic attainment. SATs provide a method of understanding academic achievement, however, many other methods are used to monitor children’s development including observation. It’s essential to maintain paper records, recording what you see and feeding back to the parents. Teaching Assistants support the teachers with observations and will monitor areas of development such as  speech, language, social interaction, physical and age appropriate behaviour, feeding back to the teacher with any area of concern. 3.2 Explain the reasons why children and young people’s development may not follow the expected pattern. 3.3 Explain how disability may affect development.  There are lots of reasons that children and young people’s development may not follow the expected pattern. It’s important to mindful that all children are different and will develop at different rates. However, it is also very important to observe children and be aware of significant differences in their development to that of their peer group. Emotional issues can impact on child development. Children who have experienced the death of a parent; sibling; close family member can become socially isolated. Not understanding the emotions they are experiencing, managing their own loss and grief and watching the grief and loss of their loved ones can cause them to regress. Some children have been known to stop talking when they experienced the loss of someone who was integral to their safe and secure world. They can experience anxiety and feel that others may suddenly die/disappear from their life. Children who are in care could have difficulty with their social development. If they do not have the opportunity to form a loving, trusting relationship with their parents then they could have difficulty forming trusting relationships with other people. Their own self value and self-worth could also be effected, feeling if their parents don’t want them then why anyone else would. Children do not have the capacity to completely understand all of the details of why they are in care but will feel the pain of rejection and in order to protect themselves could build up barriers, preventing them from interacting fully with their peers, teachers and care providers. Children who suffer with ongoing health issues development may not follow the expected pattern. If they have an issue which could result in lots of hospital appointments or days absent from school due to ill health not only can th eir academic achievement be adversely effected so can their emotional and social development. If their health issue is also a physical disability it could prevent them from participating in sports and physically able events. They could find that they are not included in activities or invited to parties as they are unable to take part. This in turn could  affect social skills and self-confidence. Children from different cultural backgrounds may develop at different rates and stages purely because the expectation of their culture is different. Some cultures view boys and girls differently and their expectations are according to gender could vary, there focus on areas of development and personal achievements to strive toward may differ to those that are in the UK’s expected pattern. The most significant factor that will affect development and prevent it from following the expected pattern is disability. Disability covers a multitude of issues including physical disability, sensory impairment (sight, hearing) or a developmental disorder such as autism. If a child’s fine motor skills and gross motor skills are not developing they will have problems controlling a pencil, developing independence skills feeding themselves (holding a spoon), walking, running, jumping. Children who are different will struggle in their peer group whether it be because they physically can’t keep up or if they socially can’t keep up. Communication problems can create a barrier to forming friendships and social integration. Children with severe developmental disabilities such as autism will develop very differently to the expected pattern. The world could seem alien to them, language a mystery, everything could cause confusion. Children with sensory processing disorder can struggle to cope in their environment and find it very hard to tolerate various experiences. A lot depends on the severity of the disability and the support and facilities available to the child. A child born with Down Syndrome will have a care plan in place from birth , their development pattern already differentiating from their peer group, expectations adjusted to take account of the delays one would expect to see in a Downs baby. Children with medical conditions such as cerebral palsy, again diagnosed from birth, could have associated learning difficulties which will effect both physical and mental development, so their expected development plan will be adjusted to include in their areas of disability. Children born with autism may not receive a diagnosis until they reach school age. Although they may have always been slightly different to their peer group, left undetected and diagnosed the expectation would still be to follow the normal pattern. However, once diagnosed adjustments would be made taking in to account the triad of impairments and how the child autism impacts on their development. Their social skills may not develop as  expected, they may not see the need to have friends or want to have friends. They may not understand role play, have appropriate communication skills. They may have sensory issues. These children are unique and they will develop at their own pace and in their own time. 3.4 Explain how different types of intervention can promote positive outcome for children and young people where development is not following the expected pattern. There are many types of interventions promoting positive outcomes for children and young people where development is not following the expected patterns. Social Workers work closely with the family and care providers to support a child who has been identified with having developmental problems or a disability. Social workers are a key link to other professionals who will work with the child. Their role is to form a professional relationship with the family and become someone the family can trust and turn to if they need to access other services. A social worker will assess the family’s needs and identify what is required to support the family and the child and channel this through to access the resources required to meet the needs. They will intervene if there are problems at school and remain a constant between the parents and child if a child is placed in temporary care, providing the child with a familiar trusted adult. Educational psychologist’s asses’ children in school, working with the class teacher to identify how a child learns. They look at the individual learners who have been identified as gifted and talented or with learning difficulties and provided a detailed report discussing what external and internal factors may impact on the child’s ability to learn. The educational psychologist will report on areas including physical development; communication; cognitive; educational attainment; approaches and attitude to learning; social emotional behaviour; independence/self hep skills; child’s views; parents views and factors impacting on progress. The report will detail recommendations to the school and if the child has a Statement of  Special Needs to the Local Authority. The recommendations will include the type of provision a child needs to learn, the type of environment and the type of strategies that will support the child to achieve their full potential. Speech and Language Therapists (SaLT) provide expertise in language, communication and swallowing disorders. They will assess the child in clinic and work closely with allied professionals to provide support. During the assessment they will provide a differential diagnosis, interventions and management for children with difficulties. They work closely with the child’s family; paediatricians; SENCO’s; teachers etc. to provide strategies and techniques to reduce the impact these difficulties have on the child’s learning. SaLT’s work with children who have difficulties including articulation delay; phonological delay; phonological disorder; developmental language delay; developmental language disorder; specific language impairment, dysphagia; dysfluency; social communication disorder; voice disorder; cleft lip/palate and oral dyspraxia. A SaLT uses their discretion to identify if a child’s SaLT difficulty is an educational requirement or not and where is should be situated on the child’s Statement of Special Needs. Occupational Therapist’s (OT) asses and treat physical and psychiatric conditions using specific activities to prevent disability and promote independence in daily life. They work with a wide range of people including children and young people to support them to overcome their disability. OT will work with children who have been given a diagnosis and will implement strategies which will support the child become part of the child’s daily tasks. They deliver support to children with diagnosis’ including physical disability and Cerebral Palsy; Developmental Co-ordination Disorder (DCD)/Dyspraxia; Autism Spectrum Disorder (ASD); Attention Deficit Hyperactivity Disorder (ADHD); Sensory Processing Disorders; Significant Development Delay and Chronic Fatigue Syndrome (CFS). These are only a few of the many professionals working with children and  young people to provide strategies and on-going support to ensure that the child’s need are met and that they are placed in the best possible education environment. Working together to provide a multi-agency approach will ensure a positive outcome for the child and their family enhancing and enabling the child to achieve their full potential.

Easy Rider and the Phenomenon of the 1960s Counterculture...

In the following essay, I will attempt to highlight the phenomenon in cinema known as the counterculture youth-pic. This trend in production started in the late 1960s as a result of the economic and cultural influences on the film industry of that time. The following essay looks at how those influences helped to shape a new genre in the film industry, sighting Easy Rider as a main example, and suggests some possible reasons for the relatively short popularity of the genre. The standard story of the counterculture begins with an account of the social order against which it rebelled, a social order that was known to just about everyone by 1960 as the mass society. The tale of post-war malaise and youthful liveliness is a†¦show more content†¦And towards the end of the 1960s one of those symbols became the counterculture youthpic film. As for America, the poor boy and rich girl story (or rich boy and poor girl), which was the staple of the popular film before World War II, had disappeared. Money as romance had receded, not because everyone was now rich but because the middle class image has replaced both the poor image and the rich image. There was, for example, little difference in appearance between the clerks car and the bosss. The ascendancy of the middle class had reached the point where it was strong enough to control cultural forms, and to magnify its own image in art. (Frank, Conquest) The movie industry at the time had been filling the screens with spectacular productions, melodramatic love stories, and popular culture. These films, which were very successful early on, soon became clichà ©d, and were no longer profitable. For the first time in its history, Hollywood was having trouble pleasing the audience. The culture of the time had worked so hard to condition American audiences to accept a certain image onscreen, that they had removed their desire for change. Despite its apparent enthusiasm, goes the standard binary narrative, the Establishment was deeply threatened and in mortal conflict with a counterculture that aimed to undermine its cherished ethics of hard work and conformity. Easy Rider concludesShow MoreRelatedCounter-Culture Youth Pic Essay3079 Words   |  13 Pages In the following essay, I will attempt to highlight the phenomenon in cinema known as the â€Å"counterculture youth-pic.† This trend in production started in the late 1960’s as a result of the economic and cultural influences on the film industry of that time. The following essay looks at how those influences helped to shape a new genre in the film industry, sighting Easy Rider as a main example, and suggests some possible reasons for the relatively short popularity of the genre. nbsp;nbsp;nbsp;nbsp;nbsp;â€Å"The