A Brief Note On Pulp And Paper Green Transformation Program

projects which support economic development, business growth and competitiveness, and innovation. The main goal is to encourage Northern Ontario communities to grow their economies and become self-reliant communities. Established in 2006. Source: http://fednor.gc.ca/eic/site/fednor-fednor.nsf/eng/h_fn02348.html †¢ Pulp and Paper Green Transformation Program – Natural Resources Canada – Funding to achieve measurable environmental benefits through energy efficiency improvement, renewable energy production or emission reductions at Canada’s pulp and paper mills. Program in operation from 2009-2012. Source: http://cfs.nrcan.gc.ca/pages/231 †¢ Renewable Fuels Regulations – Environment Canada – Federal regulations requiring an average 5% ethanol in gas since 2010, and an average 2% bio-based content in distillate fuels since 2011. Proposed Regulations have been developed under the Canadian Environmental Protection Act, 1999. Source: http://www.gazette.gc.ca/rp-pr/p1/2010/2010-04-10/html/reg1-eng.html †¢ Scientific Research and Experimental Development (SRED) Tax Incentive Program – Canada Revenue Agency – Aims to encourage all Canadian businesses (regardless of size or sector) to conduct research and development (RD) in Canada that will result in products or processes that are new, improved, or technologically advanced. Ontario has two provincial programs that build on the SRED program, the Ontario Research and Development Tax Credit and the Ontario Innovation Tax Credit.Show MoreRelatedProcter and Gamble Environmental Analysis10421 Words   |  42 Pagesand Law, Section 501 Prof. Edward Thomas BY: VICTOR ADU-GYAMFI, PRANAV BABU, AIRIAN PRUITT, KAREN ROMOSER, SHUBHRA SHARMA, RITHANYA SOMASUNDARAM, GAURI WAGLE Procter and Gamble 2 Abstract This paper provides an Environmental Analysis of the multinational company Procter and Gamble. 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The Longitudinal Relationship Between Maltreatment And...

The primary purpose for conducting this present study was to examine the longitudinal relationship between maltreatment and parental neglect with the prevalence of obesity in children, represented by a representative sample from Houston. The study concluded that both maltreatment and parental neglect are both significantly correlated with the increased nature of childhood BMI measurements over time. Specifically, children that are exposed to a certain type of maltreatment and/or neglect have a greater rate of risk of attaining an increased BMI compared to the normal BMI of children their age as stated by the United States Department of Health and Human Services (HHS). Finally, the study found that if a child has experienced both maltreatment and parental neglect in unison, they are only related to affect the BMI at baseline; however, there is no effect on the rate of growth in the BMI. Two previous studies concluded that there was a cross-sectional relationship between childhood obesity and maltreatment (Lissau Sorensen, 1994; Whitaker et al., 2007). Also, there was a previous study that examined the relationship between neglect and maltreatment in a longitudinal study as well (Shin Miller, 2012). In that study it was found that children who were mistreated have BMIs that grow at significantly faster rates than those of non-mistreated children. Parental neglect was also related to increase BMI at baseline when it co-occurred with childhood physical abuse, a result thatShow MoreRelatedA Research On Parenting Aspects Of Military Connected Families And Their Children With Preschool Children1144 Words   |  5 Pagesliterature reveals both parent and child suffer emotional and physical problems in the midst of military deployment and reintegration (reunion period after deployment). 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Warm Bodies Chapter 7 Free Essays

string(183) " rooms are wallpapered with these photos, floor to ceiling, and sometimes they drag in a young zombie and make him stand there for hours, even days, silently appreciating their work\." I awake to the sound of screaming. My eyes snap open and I spit a few bugs out of my mouth. I lurch upright. We will write a custom essay sample on Warm Bodies Chapter 7 or any similar topic only for you Order Now The sound is far away but it’s not from the School. It lacks the plaintive panic of the School’s still-breathing cadavers. I recognise the defiant spark in these screams, the relentless hope in the face of undeniable hopelessness. I leap to my feet and run faster than any zombie has ever run. Following the screams, I find Julie at the Departures gate. She is backed into a corner, surrounded by six drooling Dead. They close in on her, rearing back a little each time she swings her smoke-belching hedge trimmer, but advancing steadily. I rush at them from behind and crash into their tight circle, scattering them like bowling pins. The one closest to Julie I punch so hard the bones of my hand shatter into seashell crumbs. His face cracks inward and he drops. The next closest I ram into the wall, then grab his head and smash it into the concrete until his brain pops and he goes down. One of them grabs me from behind and takes a bite out of my rib meat. I reach back, tear off his rotten arm, and swing it at him like Babe Ruth. His head spins a full three-sixty on his neck, then tilts, tears and falls off. I stand there in front of Julie, brandishing the muscle-bound limb, and the Dead stop advancing. ‘Julie!’ I snarl at them while pointing at her. ‘Julie!’ They stare at me. They sway back and forth. ‘Julie!’ I say again, not sure how else to put it. I walk up to her and press my hand against her heart. I drop the arm-club and put my other hand on my own heart. ‘Julie.’ The room is silent except for the low grumble of her hedge trimmer. The air is thick with the rancid-apricot smell of stabilised gasoline, and I notice several decapitated corpses I had nothing to do with lying at her feet. Well done, Julie, I think with a faint smile. You are a lady and a scholar. ‘What . . . the fuck!’ growls a deep voice behind me. A tall, bulky form is picking itself up off the floor. It’s the first one I attacked, the one I punched in the face. It’s M. I didn’t even recognise him in the heat of the moment. Now, with his cheekbone crushed into his head, he’s even harder to identify. He glares at me and rubs his face. ‘What are . . . doing, you . . .’ He trails off, at a loss for even simple words. ‘Julie,’ I say yet again, as if this is an irrefutable argument. And in a way, it is. That one word, a fully fleshed name. It’s having the effect of a glowing, talking cellphone raised before a mob of primitives. All the remaining Dead stare at Julie in hushed silence, except M. He is baffled and enraged. ‘Living!’ he sputters. ‘Eat!’ I shake my head. ‘No.’ ‘Eat!’ ‘No!’ ‘Eat, fucking – ‘ ‘Hey!’ M and I both turn. Julie has stepped out from behind me. She glares at M and revs the trimmer. ‘Fuck off,’ she says. She links an arm into my elbow, and I feel a tingle of warmth spreading out from her touch. M looks at her, then at me, back to her, then back to me. His permanent grimace is tight. We appear to be in a stand-off, but before it can escalate any further the stillness is pierced by a reverberating roar, like an eerie, airless horn blast. We all turn to the escalators. Yellowed, sinewy skeletons are rising up one by one from the floors below. A small committee of Boneys emerges from the stairs and approaches me and Julie. They stop in front of us and fan out into a line. Julie backs away a little, her bravado flattening under their black, eyeless stares. Her grip on my arm tightens. One of them steps forward and stops in front of me, inches from my face. No breath wafts from its hollow mouth, but I can feel a faint, low hum emanating from its bones. This hum is not found in me, nor in M, nor in any of the other flesh-clad Dead, and I begin to wonder what exactly these dried-up creatures really are. I can no longer believe in any voodoo spell or laboratory virus. This is something deeper, darker. This comes from the cosmos, from the stars, or the unknown blackness behind them. The shadows in God’s boarded-up basement. The ghoul and I are locked in a stare-down, toe to toe, eye to eye socket. I don’t blink, and it can’t. What seems like hours pass. Then it does something that slightly undermines the horror of its presence. It raises a stack of Polaroids in its pointy fingers and begins handing them to me, one by one. I’m reminded of a proud old man showing off his grandkids, but the skeleton’s grin is far from grandfatherly, and the photos are far from heartwarming. Off-the-hip shots of some kind of battle. Organised ranks of soldiers firing rockets into our hives, rifles popping us off with precision, one two three. Private citizens with their machetes and chainsaws hacking through us like blackberry vines, spattering our dark juices on the camera lens. Monumental stacks of freshly re-killed corpses, soaked in gasoline and lit. Smoke. Blood. Family photos from our vacation in Hell. But as unsettling as this slide show is, I’ve seen it before. I’ve witnessed the Boneys performing it dozens of times, usually for children. They drift around the airport with cameras dangling from their vertebrae, occasionally following us on feeding trips, lingering in the back to document the bloodshed, and I always wonder what it is they’re after. Their subject matter follows a precise theme that never varies: corpses. Battles. Newly converted zombies. And themselves. Their meeting rooms are wallpapered with these photos, floor to ceiling, and sometimes they drag in a young zombie and make him stand there for hours, even days, silently appreciating their work. You read "Warm Bodies Chapter 7" in category "Essay examples" Now this skeleton, identical to the rest, hands me these Polaroids slowly and civilly, confident that the images speak for themselves. The message of today’s sermon is clear: inevitability. The immutable, binary results of our interactions with the Living. They die / we die. A noise rises from where the skeleton’s throat would be, a crowing sound full of pride and reproach and stiff, rigid righteousness. It says everything it and the rest of the Boneys have to say, their motto and mantra. It says, I rest my case, and That’s the way it is, and Because I said so. Looking straight into its eye sockets, I let the photos fall to the floor. I rub my fingers against each other as if trying to brush off some dirt. The skeleton does not react. It just stares at me with that horrible, hollow stare, so utterly motionless it seems to have stopped time. The dark hum in its bones dominates everything, a low sine wave prickling with sour overtones. And then, so abruptly it makes me jump, the creature pivots away and rejoins its comrades. It barks out one last horn blast, and the Boneys descend the escalator. The rest of the Dead disperse, sneaking hungry glances at Julie. M is the last to go. He scowls at me, then lumbers away. Julie and I are alone. I turn to face her. Now that the situation has settled and the blood on the floor is drying, I’m finally able to contemplate what’s happening here, and somewhere deep in my chest, my heart wheezes. I gesture towards what I assume is the ‘Departures’ sign and give Julie a questioning look, unable to hide the hurt behind it. Julie looks at the floor. ‘It’s been a few days,’ she mumbles. ‘You said a few days.’ ‘Wanted to . . . take you home. Say goodbye.’ ‘What difference does it make? I had to leave. I mean, I can’t stay here. You realise that, right?’ Yes. Of course I realise that. She’s right, and I’m ridiculous. And yet . . . But what if . . . I want to do something impossible. Something astounding and unheard of. I want to scrub the moss off the Space Shuttle and fly Julie to the moon and colonise it, or float a capsized cruise ship to some distant island where no one will protest us, or just harness the magic that brings me into the brains of the Living and use it to bring Julie into mine, because it’s warm in here, it’s quiet and lovely, and in here we aren’t an absurd juxtaposition, we are perfect. She finally meets my eyes. She looks like a lost child, confused and sad. ‘But thanks for uh . . . saving me. Again.’ With great effort, I pull out of my reverie and give her a smile. ‘Any . . . time.’ She hugs me. It’s tentative at first, a little scared, and yes, a little repulsed, but then she melts into it. She rests her head against my cold neck and embraces me. Unable to believe what’s happening, I put my arms around her and just hold her. I almost swear I can feel my heart thumping. But it must just be hers, pressed tight against my chest. We walk back to the 747. Nothing has been resolved, but she’s agreed to postpone her escape. After the messy scene we just caused, it seems prudent to lay low for a bit. I don’t know exactly how much the Boneys will object to the irregularity Julie represents, because this is the first time anyone has challenged them. My case has no precedent. We enter a connecting hallway suspended over a parking lot, and Julie’s hair dances in the wind whistling through shattered windows. Decorative indoor shrub beds have been overrun with wild daisies. Julie sees them, smiles, picks a handful. I pluck one from her hands and clumsily stick it in her hair. It still has its leaves, and it protrudes awkwardly from the side of her head. But she leaves it in. ‘Do you remember what it was like living with people?’ she asks as we walk. ‘Before you died?’ I wave a hand in the air vaguely. ‘Well, it’s changed. I was ten when my home town got overrun and we came here, so I remember what it used to be like. Things are so different now. Everything’s gotten smaller and more cramped, noisier and colder.’ She pauses at the end of the overpass and looks out the empty windows at a pale sunset. ‘We’re all corralled in the Stadium with nothing to think about but surviving to the end of the day. No one writes, no one reads, no one really even talks.’ She spins the daisies in her hands, sniffs one. ‘We don’t have flowers any more. Just crops.’ I look out of the opposite windows, at the dark side of the sunset. ‘Because of us.’ ‘No, not because of you. I mean, yeah, because of you, but not just you. Do you really not remember what it was like before? All the political and social breakdowns? The global flooding? The wars and riots and constant bombings? The world was pretty far gone before you guys even showed up. You were just the final judgement.’ ‘But we’re . . . what’s killing you. Now.’ She nods. ‘Sure, zombies are the most obvious threat. The fact that almost everyone who dies comes back and kills two more people . . . yeah, that’s some grim math. But the root problem has to be bigger than that, or maybe smaller, more subtle, and killing a million zombies isn’t going to fix it, because there’s always going to be more.’ Two Dead appear from around a corner and lunge at Julie. I crack their heads together and drop them, wondering if I might have studied martial arts in my old life. I seem to be a lot stronger than my lean frame suggests. ‘My dad doesn’t care about any of that,’ Julie continues as we walk down the loading tunnel and enter the plane. ‘He was an army general back when the government was still going on, so that’s how he thinks. Locate the threat, kill the threat, wait for orders from the big-picture people. But since the big picture is gone and the people who drew it are all dead, what are we supposed to do now? No one knows, so we do nothing. Just salvage supplies, kill zombies, and expand our walls further out into the city. Basically, Dad’s idea of saving humanity is building a really big concrete box, putting everybody in it, and standing at the door with guns until we get old and die.’ She flops across a seat and takes a deep breath, lets it out again. She sounds so tired. ‘I mean, obviously, staying alive is pretty fucking important,’ she says. ‘But there’s got to be something beyond that, right?’ My mind drifts through the last few days, and I find myself thinking about my kids. The image of them in that hallway, making a toy out of a stapler, playing together and laughing. Laughing. Have I seen other Dead children laugh? I can’t remember. But thinking about them, that look in their eyes as they hugged my legs, I feel strange emotions welling up in me. What is that look? Where does it come from? In that lovely film projected on their faces, what beautiful score is playing? What language is the dialogue? Can it be translated? The jet cabin is silent for several minutes. Lying on her back, Julie cranes her head and looks out of the window upside down. ‘You live in an airplane, R,’ she says. ‘That’s pretty neat. I miss seeing airplanes in the sky. Have I told you about how I miss airplanes?’ I go to the record player. The Sinatra record is still going, skipping on a blank inner groove, so I nudge the needle to ‘Come Fly With Me’. Julie smiles. ‘Smooth.’ I lie out on the floor and fold my hands over my chest, gazing up at the ceiling, haphazardly mouthing the song’s words. ‘Have I also told you,’ Julie says, twisting her head to look at me, ‘that in a weird way it’s actually been kinda nice, being here? I mean aside from almost getting eaten like four times. It’s been years since I’ve had this much time to just breathe and think and look out of windows. And you have a pretty decent record collection.’ She reaches down and sticks a daisy into my folded hands, then giggles. It takes me a moment to realise I look like the corpse in an old-fashioned funeral. I jolt upright as if struck by lightning, and Julie bursts out laughing. I can’t help a little smile. ‘And you know the craziest part, R?’ she says. ‘Sometimes I barely believe you’re a zombie. Sometimes I think you’re just wearing stage make-up, because when you smile . . . it’s pretty hard to believe.’ I lie down again and fold my hands behind my head. Embarrassed, I keep my face mirthless until Julie falls asleep. Then I slowly let it creep back, smiling at the ceiling as the stars flicker to life outside. Early the following afternoon, her soft snoring tapers off. Still lying on the floor, I wait for the sounds of her waking up. The shifting of weight, the tight inhale of breath, the small whimper. ‘R,’ she says groggily. ‘Yeah.’ ‘They’re right, you know.’ ‘Who?’ ‘Those skeletons. I saw the pictures they showed you. They’re right about what’ll probably happen.’ I say nothing. ‘One of our people got away. When your group attacked us, my friend Nora hid under a desk. She saw you . . . capture me. It might take Security some time to track which hive you took me to, but they’ll figure it out soon, and my dad will come here. He’ll kill you.’ ‘Already . . . dead,’ I reply. ‘No you’re not,’ she says, and sits up in her chair. ‘You’re obviously not.’ I think about what she’s saying for a moment. ‘You want . . . to go back?’ ‘No,’ she says, and then seems startled. ‘I mean, yeah, of course, but . . .’ She lets out a flustered groan. ‘It doesn’t matter either way, I have to. They’re going to come here and wipe you out. All of you.’ I fall silent again. ‘I don’t want to be responsible for that, okay?’ She seems to be pondering something as she talks. Her voice is tight, conflicted. ‘I’ve always been taught that zombies are just walking corpses to be disposed of, but . . . look at you. You’re more than that, right? So what if there are others like you?’ My face is stiff. Julie sighs. ‘R . . . maybe you’re sappy enough to find martyrdom romantic, but what about the rest of these people? Your kids? What about them?’ She is nudging my mind down streets it’s rarely travelled. For however many months or years I’ve been here, I’ve never thought of these other creatures walking around me as people. Human, yes, but not people. We eat and sleep and shuffle through the fog, walking a marathon with no finish line, no medals, no cheering. None of the airport’s citizens seemed much perturbed when I killed four of us today. We view ourselves the same way we view the Living: as meat. Nameless, faceless, disposable. But Julie’s right. I have thoughts. I have some kind of a soul, shrivelled and impotent as it may be. So maybe the others do, too. Maybe there’s something there worth salvaging. ‘Okay,’ I say. ‘You have . . . to leave.’ She nods silently. ‘But I’m . . . going with you.’ She laughs. ‘To the Stadium? Tell me that was a lame joke.’ I shake my head. ‘Well, let’s think about that a moment, shall we? You? Are a zombie. As well-preserved and kinda charming as you may be, you are a zombie, and guess what everyone in the Stadium over the age of ten is training seven days a week to do?’ I say nothing. ‘Exactly. To kill zombies. So, if I can make this any clearer – you can’t come with me. Because they will kill you.’ I clench my jaw. ‘So?’ She tilts her head, and her sarcasm dissolves. Her voice becomes tentative. ‘What do you mean â€Å"so†? Do you want to be dead? Really dead?’ My reflex is to shrug. The shrug has been my default response for so long. But as I lie there on the floor with her worried eyes looking down at me, I remember the feeling that jolted through me the moment I woke up yesterday, that feeling of No! and Yes! That feeling of anti-shrug. ‘No,’ I say to the ceiling. ‘I don’t want to die.’ As I say it, I realise I’ve just broken my syllable record. Julie nods. ‘Well, good.’ I take a deep breath and stand up. ‘Need . . . to think,’ I tell her, avoiding eye contact. ‘Back . . . soon. Lock . . . door.’ I leave the plane, and her eyes follow me out. People are staring at me. I was always a bit of an outsider here in the airport, but now my mystique has thickened like port wine. When I enter a room, everyone stops moving and watches me. But the looks on their faces aren’t entirely grim. There are notes of fascination buried in their reproach. I find M studying his reflection in a lobby window, sticking his fingers in his mouth and prodding. I think he’s trying to put his face back together. ‘Hi,’ I say, standing a safe distance away. He glares at me for a moment, then looks back at the window. He gives his upper jaw a firm push, and his cheek-bone pops back into place with a loud snap. He turns to me and smiles. ‘How’s . . . look?’ I wiggle my hand non-committally. Half of his face looks relatively normal, the other half is still a bit concave. He sighs and looks back at the window. ‘Bad . . . news . . . for the ladies.’ I smile. As deeply different as we are, I have to give M some credit. He is the only zombie I’ve met who’s managed to maintain a dangling scrap of humour. Also worthy of note . . . four syllables without pause. He has just matched my former record. ‘Sorry,’ I say to him. ‘About . . . that.’ He doesn’t respond. ‘Talk to you . . . a minute?’ He hesitates, then shrugs again. He follows me to the nearest set of chairs. We sit down in a dark, defunct Starbucks. Two cups of mouldy espresso sit in front of us, abandoned long ago by two friends, two business partners, two people who just met in the terminal and bonded over a shared interest in brains. ‘Really . . . sorry,’ I say. ‘Irrit . . . able. Lately.’ M narrows his brow. ‘What . . . going on . . . with you?’ ‘Don’t . . . know.’ ‘Brought back . . . Living girl?’ ‘Yes.’ ‘You . . . crazy?’ ‘Maybe.’ ‘What’s . . . feel like?’ ‘What?’ ‘Living . . . sex.’ I give him a warning look. ‘She’s . . . hot. I would – ‘ ‘Shut up.’ He chuckles. ‘Fucking . . . with you.’ ‘It’s not . . . that. Not . . . like that.’ ‘Then . . . what?’ I hesitate, not sure how to answer. ‘More.’ His face gets eerily serious. ‘What? Love?’ I think about this, and I find no response beyond a simple shrug. So I shrug, trying not to smile. M throws back his head and does his best impression of laughter. He thumps me on the shoulder. ‘My . . . boy! Lover . . . boy!’ ‘Leaving . . . with her,’ I tell him. ‘Where?’ ‘Taking . . . her home.’ ‘Stadium?’ I nod. ‘Keep her . . . safe.’ M considers this, watching me with concern clouding his bruised face. ‘I . . . know,’ I sigh. M folds his arms over his chest. ‘What . . . going on . . . with you?’ he asks me again. And again, I have no answer but a shrug. ‘You . . . okay?’ ‘Changing.’ He nods uncertainly, and I squirm under his probing eyes. I’m not used to having deep conversations with M. Or with any of the Dead, for that matter. I rotate the coffee cup in my fingers, intently studying its fuzzy green contents. ‘When . . . figure out . . .’ M finally says, in a tone more earnest than I’ve ever heard from him, ‘tell me. Tell . . . us.’ I wait for him to crack wise, turn it into a joke, but he doesn’t. He is actually sincere. ‘I will,’ I say. I slap him on the shoulder and stand up. As I walk away, he gives me that same strange look I’m finding on the faces of all the Dead. That mixture of confusion, fear and faint anticipation. How to cite Warm Bodies Chapter 7, Essay examples

Child development free essay sample

Physical development looks at the gross motor skills. e. g running, skipping, climbing and the ? ne motor skills e. g cutting, threading and writing. Also, it looks at the physical growth of the child. It is crucial not to assume that the physical growth of a child is just going to happen, but offer them opportunities in multiple ways, as well as, offering them constant support, so they can develop their physical aspect fully. 0-3 years This age group sees huge physical changes. When a child is new born, their physical control is very little. However, by their third month they are able to grasp and smile to faces that smile at them. During their development in this age range, children will follow the sequence of sitting, crawling, standing, and then to walking. It is important to consider that a developing child will follow the same sequence, but not necessarily at the same rate. The gross motor skills, which involves the use of large muscles including walking and running and fine motor skills which single limb movements like catching or the precision of hands and fingers. Intellectual development is the growth of the mind as a child gets to recognize, reason, know and understand and perceive what is going on around them by hearing, touching, smelling, and tasting. Language development is the development of the child’s ability to respond verbally as the child begins to understand and pronounce words. Emotional growth is the development of the child’s feelings and awareness of oneself and other people and the growth of self-esteem. Social development is concerned with the child’s ability to relate with others in a way that enables the child to live in harmony with those around him. Age 0-2 Physical Even at birth a child has the ability to use its senses. They have reflexes that are automatic responses to stimuli; for example that of touch. They have the rooting reflex, the sucking reflex, the graphing reflex, and the stepping reflex. Up to the age of 3 months the child will lie on its back, but it does have some gross motor skills. It can turn its head from side to side and begins to start lifting its head and kicking. They also will be able to watch movement and play with their fingers as well as putting their fist in their mouth and sucking rhythmically. At this stage they can respond to sound and lights and shiny objects and recognizes the face and his main carer. By the age of 6 months, little by little they will begin to roll and sit and grasp objects and control their head quite well. They also will try to put things in there mouths. By the age of 9 to 12 months they will be able to start to get themselves around maybe by holding onto things, rolling and crawling. They also may be able sit unaided for a length of time there ability to grasp, hold and throw toys quite well By the age of one the will be able to sit for a long period, get up form lying position and sit from standing position. They will be able stand for a few seconds, and ultimate from crawling, to bottom shuffling, to walking while holding onto furniture. They will be able to hold a cup or bottle and choose let go of a toy from their hand. They may also be able climb the stairs will some help. At 24 months children may be able to run, kick a ball, walk up and down stairs while holding onto someone’s hand, but they may not yet be able to catch a ball Intellectual From birth to 3 months children have the ability to focus on objects, can recognize familiar faces and can be startled by loud sounds. They can also gaze at patterns. By the age of 3 to 6 months they will start to develop coordination and enjoy bight colours and reach out to objects that take their interest. At the age of 6 to 9 months they are able to take part in simple games and their memory is beginning to develop, they can clap their hands and copy other actions and sounds. By the age of one their intellectual development will have grown greatly. They will be able to draw attention to things that interest them like toys, begin to enjoy role play, understand familiar objects and learn through trail and error. When they reach the age of two they will be able be involved in pretend play and talk to themselves. They even like music and begin understand humour and follow simple instructions. They will have become more confident and try new activities. Language From the age of birth to three months children recognize sound and turn their heads to carers voice, they will cry when they have needs to be met, and grunts and squeaks when they are content. Between 3 to 6 months children begin to coo and gurgle, smile and laugh, but still cries noisily for needs to be met. By the age of nine to twelve months the child can listen carefully to familiar carers voices, shouts and makes sounds like â€Å"brr† and â€Å"dd†. The respond to the word no and can understand instructions like â€Å"hug mummy†. At the age of one the child may be able to speak two or more words even â€Å"mama† or â€Å"dada† and understand everyday words like bath, or bottle or dog. They may even try to join in conversations. When the reach the age of two the child is able to ask simple questions and can have a vocabulary of over fifty words. They often speak quickly and may begin to use â€Å"I’ â€Å"me† and â€Å"you† correctly. They also may well understand a lot more words than they can actually speak. Emotional At birth the child clams down when picked up, and enjoys being cuddled, sucking its thumb and begins to be aware of its surroundings. By three to six weeks they may start to smile and recognize the voice and face of their carer. By three months and over the child begins to enjoy routines that are familiar, like bath time and receiving attention from others. When the child reaches six months they can become very upset if their main carer is not with them. They also begin to seek attention and become more aware of other people feelings for example another child laughing or crying. They can often offer their toys to others. At he age of nine to twelve months they show greater interest in social interaction but at the same tome can become more cautious of strangers. This can also the time when they really begin to assert themselves, one example of this could be the stiffening of body when they are annoyed. By the age of one the child can become attentive and start to be aware of the moods of others and often copy them. Things they don’t understand and begin to share can upset two-year-old children, and they begin to share experience with others, and can be friendly and affectionate to others. At this stage they can build friendships and can cope being without their main carer for longer periods of time. Also the child can express likes and dislikes and might often have tantrums. Social Babies from birth are sociable beings, they enjoy the closeness of feeding and bathing time, and become clam when they are near or can hear their main carer. Between three to six months they enjoy being part of what is going on and when they are over nine months they can feed themselves with finger foods and enjoy company and laughing with others. As they grow nearer to twelve months they become more independent and start to entertain themselves. At a year the child will begin to move about and discover new things for themselves and start to develop a sense of identity. By the age of two they will very independent and will be doing more things for themselves including dressing and feeding. Age 3-5 Physical By the age of three children can walk in different directions, backwards and forwards and sideways. They can jump from a low height and even balance on one foot. They also may be able to use pedal on a tricycle. As far as their fine motor skills are concerned they will be able to build a brick tower, can paint with large brushes and use a fork and spoon to eat. At the age of four the child has a good sense of balance and may be able to walk and run in a straight line and while running will be able to stop and turn controls with control. They can throw, catch and bounce a ball and climb the stairs with confidence. Their fine motor skills will enable them to write some letters for example their name and draw pictures that are quite recognizable. When they reach the age of five they will have begun to dance with rhythm to music and use swings and climbing frames. They can use a bike with stabilizers and will able dress themselves without too much help. They will able to write many letters and numbers and use pencils and crayons, and have the ability to draw a person with head, body, month, eyes etc. Emotional A three year old can explain their feelings with words and show affection for younger children. They become aware of gender roles and are better able to cope with their emotions. At the age of four one of the main changes is the development of their imagination, but also they will have a sense of humour and are beginning to understand right from wrong and can be strongly self- willed. By the age of five the child have grown in their knowledge of how others are feeling and can hide their own feelings and control their emotions. Language At the age of three a child can speak in sentences using past and present tenses, but may stutter when they get excited. By this stage they may well know several hundred words. By the age of four the child will ask questions, why, when, how, etc. They can talk about the future and might make up some words. But they might still find some sounds difficult to pronounce such as â€Å"r†, â€Å"th† and â€Å"str†. When the child reaches the age of five they are confident speakers enjoying conversations with others. They love to tell jokes and begin to show interest in reading and writing. Intellectual By the age of three and over the child will have developed their ability to do pretend play and their fine motor skills will enable them to write and draw and use scissors. They may start to understand time passing and the difference between past and present. Also they can enjoy learning new skills like computer games and can match three primary colours. At the age of four the child’s memory will have developed and they can match all primary colours, solve simple problems and repeat songs and nursery rhymes. By this stage they have a greater ability to focus their attention. Five year olds will be able to count and recognize simple words. They will take interest in things around them and ask lots of questions. They can retell stories and are able to give attention to more than one thing at a time. Social Children can be very socially developed by the age of three. They can make friends and begin to be involved in corporate play, but will start to have a tantrum if things go wrong. As the reach the age of four they will be much more cooperative with others and really begin to like the company of others. When the reach the age of five they will have a few friends and will understand the difference between boy and girl and because of their better knowledge of right and wrong they will be much better at taking turns as they become more aware of the opinions of others. Age 6-8 Physical Between six and eight years of age children’s balance and coordination have become well developed. They may be able to ride a two-wheeled bike without stabilizers, jump from heights and have of control of speed when running. They will enjoy using climbing frames. Their fine motor skills would have developed to the point were they can draw with detail due to the to well developed pencil skills. Emotional They will be better able to explain their feelings and as they become more self-aware they will have become more self critical of their own work. They will want to succeed and therefore will have become more competitive, but this can also lead to disagreement as the child wants to get their own way. Language Between six to eight years old the child loves to talk and can tell complex jokes. They use roughly four to seven words to make sentences, and will be able to say what things are the same and what things are different. By this stage they are asking questions less and they may be able to speak more than one language. Intellect Their mathematical and English skills will be well developed by this age and they will be able to read and write by themselves. They will also be able to understand more complex humour. By the age of eight they will have quite a depth of knowledge from their time at school. Their view of the world around them will have grow considerable and they will tried to develop their own ideas. Social They will be able to build strong friendships between the ages of six to eight but the may also have less friends but a few special ones. They will be more supportive and encouraging of others as they consider other peoples wishes. Question 2: Analyze key social, economic and environmental factors, which may influence development Children’s development can be affected by lots of social, economic and environmental factors in good and bad ways. Because they are so vulnerable they can be affected in ways their carers do not always consider. They range from personal factors like health personal choices and learning difficulties to external factors like child’s background, family environment, poverty and social factors. We will now look at some of these and analyze the affects they could have on a child. But in the first instance these factors are divided into three categories: 1) Antenatal factors from conception to birth 2) Perinatal factors surrounding the actual birth 3) Postnatal factors than occur after birth Although the factors 1 and 2 can have important affects on child development the main factors influencing childe development occur after birth and these are the ones we will be looking at. Health Children who suffer poor health and or physical disability may find this restricting their development. In some cases their illness may keep them off school for long periods of time and will therefore affect education and in the case of a child with a disability may not be able to certain sports and activities. This could not just affect his physical development but also his social development and emotional development as their self-esteem may well be affected. The child can become frustrated by their situation and withdraw from others, but also other children may stop them joining in as they believe the disabled child cannot be involved. It so important for good child development that the carer and later the teacher of this child can support a disabled child and make sure they are involved as far as possible. Another health problem that is very prevalent today is problems caused by food allergies, which in the worse cases can cause death. In some cases this means keeping a child separated from other children especially at meal times and this could cause feelings of rejection on the part of the child. One needs to protect the child while at the same time enable the child to be involved with other children at meals times and in other activities. This will mean that information is shared with everyone involved so that the child is not locked out of his or her social group. Learning difficulties Learning difficulties or disorders is a term for a wide variety of learning problems. Basically it refers to children who have brains that are wired differently from most people and this difference affects the way they receive and process information. They see, hear and understand things differently. The most common learning difficulties involve, reading, writing, and mathematics, reasoning, listening and speaking. In my own case I am now confident that I am dyslexic but this was not picked up at school and this affected my development because I had to have special reading lessons, which meant I spent no time at all learning other languages. And also feel this has affected my English overs many years. Learning disabilities can affect a child development in many ways and needs to be picked up early in life so that intervention may take place. Children should be encouraged to develop in all areas to the best of their ability and carers should make use of all the resources that are available to enable them to achieve this. It is important the carer or the teacher to have the right attitude and expectations for the child or the child could suffer and this can lead to lack of motivation in joining in a particular activity and achievement by the child. This will affect their mental development because they will not pay attention. They may have little sense of self worth and feel rejected as they feel they are being isolated from any group they are in turn this could cause delay in their social and emotional development, as they are not socializing with their peers. Children with a learning disability may be exposed to prejudice or discrimination for the reason that they could be treated differently than the rest of the children. They may be bullied or teased by other children, which will affect their self-confidence and in turn affect their learning capabilities and development. Again this should be spotted by the carer or teacher and procedures but in place to stop this happening. If the child with a learning difficulty is also in a environment that includes poverty they may not be able to get the physical and educational resources that need and this to can delay the development in certain areas. Background and Environment Children can come from a large number of different family environments, cultures and circumstances, all which can affect the development of a child. A loving, caring, sharing, honest and straightforward environment and help a child to socialize and be good at building relationships with others. But an environment that has none or little of those things can lead to the exact opposite. Poor housing, overcrowding, family break up, introduction of a new partner, bereavement, illness, moving house and even moving county can also have a bad affect on the development of a child. Many changes can happen within the environment of a child with the early years of a child life and all of these can affect the overall development of a child. Bereavement can affect a child in many different ways and can take a long period of time to be worked though. The child may try to hide their feelings or show them openingly but it may well affect their learning as they become aggressive or with draw within themselves. Feelings of guilt, denial, anger, and panic may also affect the child at this time and this to may well cause a lack of motivation as they become tired or lethargic much of the time and this to can cause delay development many areas in including that of building other relationships. The child might blame herself for the divorce, regardless of the actual cause, and react with aggression, anger or anxiety. A divorce also can affect how the children feel about themselves and cause them to become more emotionally dependent. It is in early childhood that a child learns about how to build relationships. If the parent due to the divorce becomes less open to their child needs this can cause problems with how the child learns to relate to and trust others. Physical developments such as growth and motor skills aren’t likely to be affected by divorce. However, Peter Haiman, Ph. D. indicates that the drastic change of a divorce can cause some children who were previously potty trained to lose bladder and bowel control and can cause verbal children to become quiet or start stuttering. These developmental setbacks will likely go back to normal after your child adjusts to the changes brought on by divorce. Poor housing can affect every aspect of child’s life, mental, physical, emotional, social and economic, there is much higher risk experiencing severe ill-health and disability before they reach middle age. But in particular, such children face a greater chance of developing meningitis, infections, asthma or other respiratory problems. It can also have a harmful impact on emotional wellbeing. Research shows that homeless children are three to four times more likely to have mental health problems than other children. Were the house is situated can be an important ingredient in the development of a child, a child living in a rural setting were many people living there are poorly paid or are unemployed can be disadvantage with a lack of public transport and opportunity to be involved in many social activities those living in cities can Many of these factors I have mention can impact the amount of time that parents and carers can spend with a child and this lack of one to one time again can affect the development of a child. Poverty Poverty and depravation are likely to play a big part the development of a child. Statistics show that a child who comes form poorer background will do less well at school. But also many children from poorer backgrounds will have fewer resources available to them to enable development for example computers, books, and toys. Children need to be active both physically and mentally in order to grow but progress will be slow if due to lack of money they are not able to be stimulated in the way they need to be to develop. Also if the child is in overcrowded house there will not be enough space to study or to play their development both physically and intellectually will be delayed. Poverty can also mean a lack of good healthy food and therefore a lack of nutrition, which they desperately need help develop in every way. Social factors Children who do not have solid relationships that bring love and affection into their lives can find it hard to build relationships with others. They may have trust issues and therefore will find it difficult to relax with others. On the outside they might seem fine but inside they are just not at peace with others. Even worse than a simple lack of affection is physical, sexual, and emotional abuse that a child may have had to endure. This can have many lasting effects on the growth of a child even into adulthood as the individual struggles to have trusting solid relationships. Personal choices A very simple yet very important factor in the development of a child is the child personal choices in life. The choices of which they decide to be friends with and their activities they are involved in are important, whether they are academic or non-academic pursuits, they can radially determine how they develop as human beings. Question 3: Describe children’s overall development needs To develop in the best way possible a child needs their basic needs to be net. Over the years many people have come up various ideas regarding the developmental needs of a child. A good framework to base any discussion of this topic on is Maslow’s Hierarchy of Needs in which he states that all people have needs to be met, starting the basic needs that one needs for survival (food, clothing and shelter) and then moves onto protection, relationships, self-esteem and finishing with community and wholeness. This is good staring point for looking the basic needs of children. Other studies like â€Å"Every Child Matters† suggest a child needs are, to be safe, healthy enjoyment and achievement, making a positive contribution, and to achieve economic wellbeing. Other research has stated that child must have physical, social, economic, cultural, physiological, and spiritual needs. Overall they all seem to point to the same basic needs of which probably the most important is the need is the need for love and security. This is the basis of learning how to build strong and lasting relationships in the future. For a child to know they have love and security in their lives is the good soil in which productive growth can occur in all areas of life. Within this kind of environment a child can develop positive attitude to self worth but also a good understanding of the needs of others. A good reliable and loving family will help a child to develop a sense of identity, who they are and how to function with a community. Within this loving community their is a need for routine, which will help the child to know their limits and develop skill such as responsibility and reliability. Also within a loving family unit there is a need for praise and recognition for this is a way of encouraging the child to move on and learn through their experiences. I have some family friends who three years ago adopted a Chinese child who had spent the first 18 months of her life just sitting in her cot with no love or simulation at all. She had developed very little in most areas of her life. But three years she has experienced lots of love, security and I must say discipline and she has radically changed; no magic formula, its a loving and caring home with people spending lots of time interacting with the child. Another important need is the meeting of physical needs, the need for shelter, water, food, and protection from the environment, from violence and abuse whether that is mentally, physically or sadly within todays world sexually. A child needs to live in home that enables the child to maintain good health and be safe from the world outside. They need good nutritious food that will help body and mind to grow. A family that is constantly aware of what is happening a child life can monitor what is going on and make sure that a child is safe and not being lead astray into unhealthy pursuits. The resources, space and time to do physical activity is a very important need for a child, so they can develop strong bodies and strong muscles. This reduces the risk of heart decease and strengthens joints, improves balance, increases bone density as well as developing good shelf esteem as they succeed and learn how to do different things. Physical exercise is also a good for a child to express their feelings, develop skills, explore what their body can do and cooperate with others. Within this is a general need to experience to new things. As well as physical activity there is need for mental exercise by reading and writing and listening as well so that he child learn and stretch themselves and develop in these areas as well. Therefore there is great need within and without the home for good education, which should include an understanding of their language and religious and cultural background. Bibliography