Issues of Multinational Corporations

Issues of Multinational Corporations In todays global world, there have increasing trends of international geographic diversification which can be define as a business expansion across the borders of global regions into different geographic location with many subsidiaries in a large numbers of countries- Multinational Corporations (MNCs). MNCs have taken on an increasing role and become the key component in the world economy as a whole and in globalization of market. International business scholars have argued that international diversification is vital because it is based on exploiting imperfections and foreign market opportunities through internalization (Rugman, 1979, 1981). Today global was become more challenges; as a result, many multinational companies (MNCs) seek to expand their business in the international geographic region through aggressively establishing subsidiaries and direct foreign investment to increase the return and lower the risk as well as enhance the value of shareholders equity By looking at the past and more recent survey, it seems that the number of MNCs that are bases in Malaysia have increased significantly over the year (Bala UNCTAD, 1999; Annuar et al., 1996 and Heenan Keegan, 1979). Bala (1999) points out as of 1997; half of the firm that is listed on KLSE is MNCs. This mean over the year to year, Malaysia has increased on the international diversification. Many MNCs from developing countries such as Malaysia also build up their operation in oversea. For example, the company in Malaysia that operates abroad is PETRONAS and IOI. Have MNCs or international diversification really bring benefits to the business. As shown by David and Qian (1997), firms anticipate positive returns on the foreign investments or else they will not involve in the activities. Therefore if the previous performance of Malaysia MNCs on investments overseas is good, it will encourage more of such investments. However, MNCs is also exposure to some international risk that firm must pay more attention. Those risks are exchange rate movement exposure foreign economy exposure and political risk exposure. Problem Statement This study focuses on Multinational Corporations (MNCs) in Malaysia that listed in the KLSE. In previously discussion, some of the researchers found that international geographic diversification by MNCs will bring benefits to company. However, sometime MNCs may contribute less and no significant effect through international geographic diversification. Firm seeks to invest in foreign country due to many factors. Isnt international geographic diversification will bring benefits to the firm? If foreign investment no brings any advantages to the firm, no points to firm diversify in outside country. This study will focuses on the impact of diversify in other geographic region. Furthermore, a lot of researchers are most likely to look at outside country perspective compare to look at Malaysia perspective on MNCs. In Malaysia, more researchers are seldom focuses on analyze the impact of Malaysia MNCs to the risk and return performance. That is a reason for this study to analyze the influence of MNC in Malaysia risk and return performance. Objective This study is to determine the impact of international diversification on Malaysias risk and return performance. Chapter 2 Literature Review 2.1 Define of MNC Multinational Corporations (MNCs) is a corporation that has operation and production of fixed assets or other facilities in at least one overseas country and makes its major management decisions in a global context. Sometimes it also called as transnational corporation (Vernon, 1971). According to the Eun Resnick (2004), multinational corporation (MNC) is a business firm incorporated in one country that has sales operations and production in several other countries those in abroad countries. This mean a firm obtains the raw materials from one geographic market from other, after that, produces the goods with capital equipment in third country, and finally sell the finished product in other international markets. Furthermore, according to Dunning (1993), a multinational corporation is an enterprise that engages in activities such as foreign direct investment (FDI) and owns or controls value adding in more than one country. 2.2 The Advantage and disadvantage of MNC There have some advantages of MNCs. An increasing of the geographic scope of operation may enhance a firms ability to coordinate or share its international geographic activities (Kimet al. 1989, Qian 1997). It enables a firm to realize about the economies of scale and scope (Caves, 1996). For example, firm can get cheaper labor in certain countries compared with their parent company and used technology to reduce costs. It helps it to diminish fluctuations in profit by spreading its investment risks over other different countries (Kim, Hwang, Burgers, 1993). It helps reduce costs and increase revenues by enhance a firms market power over its distributors, suppliers and customers (Kogut, 1985). Although these are the major exploitation benefits of MNCs, the initial impetus to a firms internationalization comes from the opportunity to exploit market imperfections in the cross-border use of its intangible assets (Caves, 1971). A firm can gain above-normal returns by exploiting its firm-specific assets, especially intangible ones, in international markets (Buckley, 1988). Recently, scholars have drawn attention to the exploration benefits of internationalization using an organizational learning perspective. This perspective emphasizes that a firms subsidiaries in disparate host countries can help to enhance its knowledge base, capabilities, and competitiveness through experiential learning (Barkema and Vermeulen, 1998; Delios and Henisz, 2000; Zahra, Ireland and Hitt, 2000). In addition, each host country has its own unique resource endowments and location specific advantages, which might not be available in the home country. Such host country specific advantages can motivate a firm to establish subsidiaries there to explore these advantages and augment its competitiveness in both its home and host markets (Kogut Chang, 1991). Finally, Technology transfer can in turn generate significant positive externalities with wider implications for development (Graham , 1996).In Malaysia, for example, Motorola Malaysia transferred the technology required to produce a particular type of printed circuit board to a Malaysian firm, which then developed the capacity to produce these circuit boards on its own (Moran, 1999). Nevertheless, these have some disadvantages of MNCs. When making a foreign investment, a firms managers contend with many challenges related to a new operation, such as purchasing and installing facilities, staffing, and establishing internal management systems and external business networks. These challenges can put a new subsidiary in a disadvantageous position, as compared to an established firm in the target market, and can decrease its competitiveness. These liabilities, however, tend to decrease as a firms subsidiaries build and improve reputations and legitimacy in the host country in which they operate (Barkema, Bell, Pennings, 1996). Challenges can be experienced by any new subsidiary, but there are difficulties specific to new subsidiaries established in foreign countries. A foreign subsidiary has a liability of foreignness (Hymer, 1976) that can lead to it having higher costs because it cannot conduct business activities as effectively as a local firm. Being foreign means mistakes in various business decisions are more likely (Barkema Vermeulen, 1998; Vermeulen Barkema, 2002). Hoskisson and Turk (1990) argued that internal capital markets have governance and control limits. Markides (1992, 1995) reported value creation from corporate refocusing for firms in the 1980-88 periods. Bergh and Lawless (1998) found in a panel of 164 Fortune 500 firms that there were limits in the efficiency of hierarchical governance and that environmental uncertainty heightened its costs. Many of the costs associated with product diversification such as coordination difficulties, information asymmetry, and incentive misalignment between headquarters and divisional managers in multidivisional firms can be also manifest in multinational enterprises between headquarters and subsidiary managers (Denis et al., 2002; Harris, Kriebel, Raviv, 1982). As the number of internal transactions increases with the number of foreign subsidiaries established by a firm, governance costs can rise rapidly to a point at which the governance costs exceed any internalization benefits (Hitt et al., 1997; Tallman Li, 1996). The governance costs and coordination costs associated with increasing multinationality are compounded if these increases take place by a firms expanding the number of host countries in which it operates. 2.3 Background of Malaysia MNCs According to Madura (2000), there have three form of foreign investment which are acquisitions of existing companies in foreign countries, a joint venture with companies in foreign countries and opening up a companys subsidiary in foreign countries. Companies that conduct any of above form of investment are known as MNCs. Bala (1999) conducted a survey of foreign investments conducted by firms listed at KLSE in orger to identify MNCs originating from Malaysia. From 436 listed firm (as at October 1997), he discovers that 207 firms are actively involved in foreign investment activities and they can be considers as MNCs. In the survey, it was also discovered that 17 companies have more than 20 ongoing foreign investment projects in various countries. Top of the list is Sime Darby with 110 ongoing foreign investment activities spanning in 19 countries (Bala, 1999). As a result, we known Malaysia has highly engages in foreign investment. Above table show the companies in Malaysia that have diversify in foreign country in year 2008. The higher the diversification the lower the risk is. For example, Tanjong PLC has higher diversification which is 2.3667 and has a lower risk which is 1.691 for standard deviation ROA and 1.762 for standard deviation ROE. In contrast, Ireka Corp Bhd has lower diversification which is 0.6931 will has a relative higher risk in which 10.411 for standard deviation ROA and 33.472 for standard deviation ROE. Above table show the companies in Malaysia that have diversify in foreign country in year 2009. The higher the diversification the lower the risk is. For example, Insas Bhd has higher diversification which is 1.3778 and has a lower risk which is 2.009 for standard deviation ROA and 2.990 for standard deviation ROE. In contrast, Selangor Dredging Bhd has lower diversification which is 0.5004 will has a relative higher risk in which 3.835 for standard deviation ROA and 8.024 for standard deviation ROE as compare with Insas Bhd. 2.4 Evidence of Effect on International Diversification on Firm Performance As shown in many studies, the results towards international diversification were uncertainty. Some studies showed benefits of a business by diversification and sometime, some researchers showed that was no benefit on international diversification . In addition, Kim et al. (1989) argue that the firm has more subsidiaries in outside country, its opportunities to leverage strategic resources is greater while simultaneously diversifying market risks, thus raising its performance. As a result, many firms seek to get this benefits by diversify in overseas. One of the studies found that horizontal S-curve between geographic diversification and firms performance (Lu and Beamish, 2004). This mean which at first showed an increasing internationalization and the performance is decline, followed by a positive relationship between increasing firm performance and geographic diversification, and after that declined at very high levels of multinationality. This relationship in turn was moderated by intangible asset advantages that accrued with expansion of the geographic scope of a firm. Firms achieved higher returns to geographic expansion by strong technology or advertising asset advantages. However, there are also some arguments showed the result is negative effects and no relationship of firms international geographic diversification negative relationship. Denis, Denis Yost (2002) and Geringer, Tallman, Olsen (2000) found a negative relationship between geographic diversification and firms performance. It mean that diversification on overseas doesnt result in high return or lower risk to the firms. Furthermore, some studies (Hitt et al., 1997; Gomes and Ramaswamy, 1999; Capar and Kotabe, 2003) found an inverted-U relationship between the extent of geographic spread and performance. Kumar (1984) and Yoshihara (1985) found that there is no significant relationship between diversification and firms performance. Many researchers have different result on whether MNCs gain benefits to the firms performance. Chapter 3 Methodology 3.1 Data Collection The data of MNCs is collect from the Kuala Lumpur Stock Exchange (KLSE) and obtain by using the source like internet. From the KLSE, we have chosen 27 companies annual report in which fourteen MNCs in year 2008 and thirteen MNCs in year 2009 that all is listed at KLSE. After find the annual report of each company, we calculate the subsidiaries of each company that incorporated in foreign country that outside Malaysia. Furthermore, we also calculate the ROA and ROE in year 2008 and 2009 for each company toward annual reports. We use Microsoft Excel to calculate our data such as ROA, ROE, and Standard Deviation. 3.2 Measurement of International Diversification During last decades, the measurements of the firm diversification seem to have significantly increased. Entropy is one of the methods which have remained use for over two decades (Sankaran P. Raghunathan, 1995). Recently, the entropy measure has been found to enjoy more validity than the other measures of firms diversification (Hoskisson, Hitt, Johnson Moesel, 1993). International diversification is calculated as the entropy of each firms relative to the country or region holdings: D= Siloge (1/S) Where D is diversification, Si is the ratio of a firms holdings (number of subsidiaries) in the country or region i to the total number of foreign subsidiaries. According to the market imperfection and transaction costs theories, the ability of a firm to earn profits upon its intangible assets and to minimize its costs of managing is affected by differences and similarities between the countries in which it was operated (Vachani, 1991). The relevant geographic units have close similarities in fluctuation of demand; external restriction and pattern of general economic conditions. Five geographic region are use to measure international diversification. These market areas are Asia, America, Europe, Asian and other ocean. These five international regions provide with the basic for geographic specification. Each of the firm is assigned a value in term of both the number of its subsidiaries in each region and the number of geographic regions in which it is involved. 3.3 Measurement of Performance Many researchers prefer accounting variables as performance measures such as return on equity (ROE) and return on assets (ROA), along with their variability as measures of risk (Anil M. Pandya and Narendar V. Rao, 1998). Return on total asset (ROA). This is the most frequently used performance measure in previous studies of diversification (Pandya and Rao, 1998). ROA is defined as the ratio of net income (income available to common stockholders) to the book value of total assets it is expressed as: Return on Equity (ROE). This is the ratio of net income (income available to common stockholders) to stockholders equity. It is a measure of company performance from the viewpoint of shareholders. It is essential in the calculation of the ROE to use the profit for ordinary shareholders, which is the profit after tax and after interest charges (Weetman, 2003). It is expressed as: 3.4 Measurement of Profit and Risk In addition to these financial measures, the risk profile of the different diversification groups was also compared. This was achieved by computing the variability and risk per unit of return of the financial ratios. Variability could be measured by the standard deviation while risk per unit of return measured by the coefficient of variation (CV; Pandya and Rao, 1998). The CV is the ratio of the standard deviation to the arithmetic mean. It is expressed as (Frankfort-Nachmias and Nachmias, 1992): Where SD is standard deviation and is arithmetic mean.

Childhood Essay

Explain the sequence and rate of each aspect of development from birth- 19 years. Children develop at different rates and their progress can be measured and tracked in a variety of ways. Although every child develops at different rates the sequence will follow a pattern. This is because children will often acquire one skill before being able to move on to the next. In early years children’s sequential development can be measured against the Early Years Foundation Stage. The different aspects of development they are measured on are Physical, Communication, Intellectual/cognitive, moral, social, emotional and behavioural. Children’s Physical abilities usually develop very rapidly in the early days as they grow from a baby to a toddler. By six months of age a baby’s muscles will have developed enough to reach out and hold objects and begin exploring the world around them. They will enjoy responding to adult facial expressions and may still be shy with strangers. By the age of one a child will begin crawling and using furniture and adults for support in standing. They will be able to sit independently and become more co-ordinated with their hands. A child may have developed their first teeth and solid food will be introduced to their diet. They will begin to understand more words and respond to their name when called and may become anxious when separated from parents or carers. Jealousy of others may become apparent and they enjoy imitating actions they are shown. Between the age of one and two a child will begin walking and mark making will be explored. A child may shake their head to mean ‘no’ and they will begin to understand more words that are spoken to them. Between the ages of two and three scribbles will evolve as children start to experiment more with pencils and pens. A child will be able to throw and kick balls and build towers with blocks. Speech will have developed into longer sentences and questions will be constantly asked as they become more inquisitive. From three to four years of age children will begin to use pitch and tone in singing and their vocabulary will continue to increase. They will enjoy sorting objects into shape, colour and size and will be able to follow simple instructions. Children’s independence will continue to increase as they enjoy running, jumping, skipping and hopping. Children will now assist in dressing and undressing. From four to five years of age children’s questions become more inquisitive and their grammar more accurate. They will be able to hold pencils and pens more correctly and copy shapes and letters and draw people. Routine is very important and they will enjoy being given increasing responsibility. At six and seven years children will be able to dress unassisted and they will be ever more confident in their abilities to run, skip and hop. They may be able to do up buttons and remember events. A child will be able to hold a conversation as well as recognise sounds, words and letters. Beyond these years and heading into adolescence children will develop physically at varying rates. Children will go through puberty at very different rates. Children’s and Young People’s language and vocabulary through adolescence are greatly aided by the adults around them. From the age of seven and onwards children may begin to read aloud confidently and have an increasing knowledge of grammar and tenses. During teenage years vocabulary skills and humour will be developing in a more complex way. The use of sarcasm may be introduced. The skills to argue and debate will also progress. Teenagers will become increasingly confident in their own thoughts and ideas, however may still need reassurance as they become an adult. They will develop strong friendships and discover the opposite sex. Although Children may reach these aspects at different times and stages in their life, the same sequence will be followed. This means that a pattern of development is followed. For example, a child must learn to walk before they can develop the ability to run. 1. 2- Explain the difference between sequence of development and rate of development and why the difference is important The difference in the sequence and rate of development is important as they are used to measure a child’s development. It enables Early Years providers to monitor and track a child’s development and identify any concerns. It also allows the provider to plan at the right time for specific children. The sequence of development is the order in which a child develops. This can be different in each child. One child may begin to do things before another and skip a step in the sequence while another child may follow each step in the sequence exactly. Rate of develop is the speed in which a child develops. This can also vary from child to child as one child as one child may start doing things earlier than others. It is vital to know the difference between sequence of development and the rate of development as it helps professionals in identifying the individual needs of a child. It helps practitioners recognise where there may be special education needs and additional support required. Outcome 2Understand the factors that influence children and young people’s development and how these affect practice 2. 1- Explain how children and young people’s development is influenced by a range of personal factors. Various factors contribute to a child or young person’s development. Personal factors can include Health Problems. A child’s development begins in the Mother’s womb and can be hindered by a Mother’s drug taking or excessive alcohol consumption. It can result in premature birth and a low birth weight which consequently has an ongoing effect on the Child’s development. If a child is born with impairment such as hearing loss then this will affect their social skills and their ability to communicate. Socialising is a very important contributing factor to a child and young person’s development as children learn from each other. Learning difficulties can affect a child’s development of social skills. Children with learning difficulties will need extra support in certain areas of learning as they may become frustrated and lose confidence. A disability develops through genes. Therefore this can be a personal factor in a child and young person’s development. Physical impairments because of a disability can present social issues and different aspects of the disability can physically restrict and impair a person. 2. 2-Explain how children and young people’s development is influenced by a range of external factors. As well as personal factors, there are a number of external factors which contribute to a child and young person’s development. Poverty and deprivation can mean that a child’s life chances can often be reduced. This is especially true in other, less affluent countries where children may not have access to an education or healthcare. Family environment and background can strongly influence a child’s development. Children may not receive much support from their parents or carers and the Family may have different priorities than education for example. Personal choices can go on to affect a child and young person’s development throughout their life. If a child chooses to leave school early then this will affect their career prospects and life chances. If a young person chooses to do drugs then this will go on to affect them socially and in regards to their health. If an individual has been a ‘looked after’ Child or in care then this may be a factor in their development. Many ‘looked after’ children are moved around frequently and this can have a negative effect on their education and may cause attachment issues in childhood and throughout life. Education itself can be an external influence in an individual’s development. If a child has not attended Nursery in their Early Years then they may be held back once they begin school. The child may have learning difficulties which have not yet been identified. Explain how theories of development and frameworks to support development influence current practice. Theories of development and frameworks to support development influence current practice in various ways. Cognitive development, a theory developed by Jean Piagent, suggests that children prior to seven years of age judge their good and bad actions on the consequences of them. Children after the age of seven then begin to judge their actions on their intentions. Piagent’s theory also suggests that children’s development is sequential and that a child cannot run before they can walk, so to speak. This theory heavily influences current practice as the development of children less than five years is measured against the Early Years Foundation Stage, which recognises that the milestones which children reach may be at different times in their life but will follow the familiar pattern. Psychoanalytical Development is a theory formulated by Sigmund Freud. The theory proposes that unconscious thoughts, feelings, emotions and experiences can influence a person’s actions and that past experiences can influence and shape an individual’s future. This underlines a child’s impulses and actions. This theory influences every day practice and is demonstrated by having patience and encouraging children to share and take turns. A child must be supported in reasonable risk taking and motivation. A child must learn the skills to negotiate. This can be achieved through conflict resolution and by challenging the child’s behaviour. Abraham Maslow explained through his Humanist theory of development that individuals choices are influenced by their own perception of their experiences and that a person is able to choose their behaviour, it is not an instinctual reaction to your environment. Self-esteem, self-fulfilment and an individual’s needs are of primary importance and a person’s basic needs must be met in order to attain these. Maslow developed the ‘Hierarchy of Need’ which is utilised in current practice to measure a child’s personal development. Maslow put forward that a person’s basic needs must be met before they can achieve self-actualisation and realise their own personal potential. Albert Bandura’s theory of Social Learning advocates that children learn from others through observation and imitation. There are three aspects to this theory and these are that children learn through observation, that a child’s internal mental state is a factor and that even if a child learns something it does not mean that a child will use that learned behaviour. Bandura’s theory has had an influence on current practice as it put forward the idea that learning does not change behaviour and in order to do so both Families and Professionals need to be part of the process. It is widely understood that Parents and Teachers should be positive role models in a child and young person’s life. Burrhus Frederic Skinner’s theory of Operant Conditioning supports the concept of ‘the mind’ and that it is more productive to learn from observed behaviour than to develop from your own internal mental experience. Skinner believed that the best way to understand an individual’s behaviour is to consider the cause and effect. B. F. Skinner’s theory of Operant Conditioning was largely based on Edward Lee Thorndike’s ‘Law of Effect’ theory. Thorndike’s theory was founded through studying learned behaviour in animals. Skinner believed that reinforcement was the key to repeated behaviour and that behaviour that is encouraged will be replicated as opposed to behaviour which is not reinforced being extinguished. Operant conditioning is a theory which supports the fact that behaviour may be changed through reinforcement. This theory is demonstrated in current practice by the use of reward charts. By negatively reinforcing behaviour a child may not repeat the action so as to remove the unpleasant experience. Behaviourist theory was formulated by John B. Watson who believed that children have three main motives being fear, rage and love and the theory deals only with observable behaviour. Development is considered a reaction to given rewards and punishments. Behaviourist theory is set apart from other theories in the fact that it does not deal with internal thoughts or theories. Because of this many critics argue that Behaviourism is one dimensional and does not account for other types of learning. However, it is an effective tool in measuring a child’s behaviour and tracking their development. Although Behaviourism is widely criticised it is still a widely used notion in teaching and encouraging positive behaviour and discouraging negative behaviour. Social Pedagogy is a framework in place to support development and enforce humanistic behaviour such as respect for others, trust and equality. It promotes the development of children in areas such as emotions and feelings, intellect, and physical capability. It encourages sustained wellbeing and health, self-empowerment, to take responsibility for one’s own actions and to promote human welfare and ease social problems. This Framework supports development of children and is increasingly associated with Community and Social Work. It upholds Equality, Diversity and Inclusive practice and is enforced by looking at the child as a whole and supporting their overall development. Outcome 3Understand how to monitor children and young people’s development and interventions that should take place if this 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 and ways of monitoring and tracking children and young people’s development. A key system is session planning and evaluation which enables practitioners to reflect on a session and introduce scaffolded learning to meet a child’s developmental needs. Assessment Frameworks within education are in the form of SATS and GCSE exams. These exams measure a child’s ability to retain information. If a child is believed to have additional needs then a Common Assessment Framework can be completed to identify a child or young person’s educational, emotional and developmental needs. In their Early Years, children undergo regular health checks to ensure their physical development is progressing at the expected rate. The Early Years Foundation Stage is used to measure children’s milestones. Through observation it can be discerned if a child is not meeting the expected pattern of development. This should be relayed to the parent or carer and discussed to ascertain if there are any concerns at home. It is best practice to share information with other professionals, colleagues and parents and carers to ensure that all information and facts are collated and everyone is concerned with the overall development of a child or young person. 3. Explain the reasons why children and young people’s development may not follow the expected pattern There are a range of reasons why children and young people’s development may not follow the expected pattern. Factors such as disability can affect various areas of development but early intervention and support can aid in a child’s development. Positive emotional development occurs when a child receives routine and structure and feels settled. Attachment issues can cause low self-esteem and motivation in children and young people and so this may hinder them in trying new things and risk taking. Physical development can be effected due to genetics. A child may be a slow learner or have problems with physical growth. This can also affect social development. Socially a child or young person’s development may not follow an expected pattern if parents and carers do not make time or prioritise interactive play with their children. An environment can result in a child’s development being affected. If a person is born into poverty then they may not have access to opportunities and education and so life chances are reduced. Culture can also play a part as the ways in which a child is brought up differs around the world. Other cultures may have different expectations or restrictions on a child. Learning difficulties may shape a person’s development pattern as they may not be identified early on in a child’s life. This may therefore hold them back. Children who have speech problems or find it difficult to read and write will find it arduous and frustrating to communicate with others. 3. 3-Explain how disability may affect development Disability can affect development in a number of ways. Learning and social development can be affected by a number of disabilities and a child may be faced with prejudice and discrimination. Learning disabilities which can affect development can include Autism, which affects an individual’s communication and interaction with others and the world around them. Autism can lead a person to feel isolated and alone and an individual may find it hard to read facial expressions and tone of voice. Dyslexia can create development issues in relation to reading and writing. If Dyslexia is undetected in childhood then this can affect a child’s self fulfilment. Children may become angry and detached and may have difficulty attending school. This in turn will affect their education and learning development. Physical disabilities such as Cerebral Palsy affect movement and posture and co-ordination. Some individuals who suffer from this particular disability can suffer from seizures and difficulty in reading and writing. 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. Different types of intervention can promote positive outcomes for children and young people where development is not following the expected pattern. Social Workers are in place to help and safeguard vulnerable children and their families through Child In Need and Child Protection Plans. Speech and Language Therapists can assess and work with children and young people who have speech difficulties. The earlier the difficulty is identified the less the impact on the child’s life. Children who have behaviour and learning difficulties may be supported by a Psychologist. Once the child’s needs have been ascertained support plans can be put in place at home and within education. Psychiatrists is specialised in treating people with Mental Health issues and works alongside other professionals in supporting individuals with such issues. Youth Justice and Youth Workers work alongside Social Care in supporting young people with behavioural problems. Physiotherapists aid children in their physical development where they have restricted or little movement capability. They facilitate them in gaining the maximum movement possible. Specialist Nurses provide support to families of children with disabilities and in need of specialist medical care. Additional learning support is available to children who have specialist educational needs. Assistive technology can further aid those with learning and physical development issues. This technology can play to a child or young person’s strengths and can encourage and motivate them within their capabilities. Health Visitors are often the earliest intervention in a child’s life and the first to ascertain if development is not following the expected pattern. Regular visits from Health will ensure that the child’s development is monitored closely and any concerns are raised early on. Outcome 4Understand the importance of early intervention to support the speech, language and communication needs of children and young people. 4. 1- Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. Our speech, language and communication capabilities relate to how we interact and relate to others. It allows us to socialise and educate ourselves. If a child is identified as having speech, language and communication needs then it is often referred to as SLCN in short. If a child’s SLCN’s are not identified during their early years it may affect their early education and relationships in school. A child may be bullied or their own confidence issues may hold them back from interacting with others. If a child has a hearing or speech impediment then other forms of communication must be evolved and access to the appropriate support must be provided. There are many risks of late recognition regarding speech, language and communication needs. If they are not recognised early on then it can continue to result in problems with self-esteem, learning difficulties, a person feeling isolated and becoming withdrawn, anti social behaviour and an inability to express themselves effectively and a child or young person not fulfilling their full potential. 4. 2-Explain how multi agency teams work together to support speech, language and communication. Practitioners have an obligation to identify children’s needs and refer them into the right support to aid in their development. Multi agency teams work together to support SLCNs by meeting and discussing available support for the child. By multi agencies meeting together it allows all channels of support to be identified at once and discuss what each agency can provide. Minutes are taken at these meetings which allow all agencies to have up to date information and work together to achieve a common goal. 4. 3-Explain how play and activities are used to support the development of speech, language and communication. Children learn through play and different activities can support the development of speech, language and communication. This allows different language to be used within a context the child can enjoy. The activity should be themed on something a child enjoys doing to encourage interest and engagement. Instruments and shapes can lead into describing words and sensory experiences. Puppets can encourage children to talk and interact in dramatic play which allows children to express emotions and develop language. Outcome 5Understand the potential effects of transitions on children and young people’s development 5. Explain how different types of transitions can affect children and young people’s development. A child and young person may go through several types of transition during their development. Emotional transitions occur when a person’s emotional state is altered for some reason. It can occur when a child experiences bereavement, misses a parent/carer or begins or leaves care. A child experiencing an emotional transition may have angry outbursts if they are too young or incapable of expressing themselves in words. A child may experience physical transition when beginning or leaving a school or moving home and perhaps when shifting from one activity to another. It may result in a child becoming anxious and unable to interact with others. Physiological transition takes place when a child goes through puberty or develops a long-term medical condition. A young person may lose confidence and feel uncomfortable meeting new people or experiencing new situations as they develop physically and become an adult. Intellectual transition is when a child progresses from pre-school to primary school, for example. New faces and environments can impact on a child’s ability to feel comfortable and may make the child feel anxious and lose confidence. 5. 2-Evaluate the effect on children and young people of having positive relationships during periods of transition. Positive relationships are highly important to a person’s development and wellbeing. Positive relationships promote consistency and resilience in a child and young person. Good support can come from Parents, Carers, Siblings and extended family, Social Workers, Health Professionals, teachers and tutors. These affiliations will mean that a child or young person is more likely to achieve academic targets and build strong social links. A child will feel more loved and valued and be more prepared for future transitions. Positive relationships also mean that a child or young person’s needs and requirements are more liable to be identified and provided for. A child’s welfare can be monitored more effectively and plans for children’s development and education can be more effective in their outcomes.

Why Everybody Is Wrong About Topics for a Descriptive Essay and Why You Should Read This Article

Why Everybody Is Wrong About Topics for a Descriptive Essay and Why You Should Read This Article By this time, you probably get the notion that the style choice for your descriptive essay is really open. You're able to make a more original bit of writing. In reality, you can describe a subject of any size and nature, but it's almost not possible to prepare a fantastic descriptive essay in case you do not really like it. In truth, it is a narration with more vivid information. Whatever the case, students' essay is going to have the identical standard format. Every student should know that writing isn't an easy job, which explains why they will need to be especially cautious when writing a descriptive essay. Essay on ethics at work. The secret to writing an excellent effectiveA essay is to get the passion to write it. A last point to keep in mind is that the very first draft of a descriptive essay is rarely the most prosperous endeavor. The bulk of the essay utilizes standard English and English grammar. Regardless, your last observations and description must evoke the significance of the essay, leaving the reader with a durable impression. If you don't have a really vivid imagination, you will discover that it's troublesome to compose much about a very simple object like a comb, for example. You won't need to restrict your description, forgetting the unimportant particulars. Each detail of a certain subject plays an important role in developing a visual representation for such. Observing detailsOnce you're prepared to abandon the endeavor to spell out or to tell about, evaluate your subject in conditions of visual, auditory, and other sensory particulars. Ideas, Formulas and Shortcuts for Topics for a Descriptive Essay What's a research abstract paper. It's important to get a very clear vision of your paper. How to compose a pe essay program. How to compose a literary thesis. On our site you find it possible to acquire essay in the afforable selling price. If you aren't able to connect to the Internet please check these configurations. The procedure for ordering our services has been made simple by the usage of simple measures that are simple to follow along with. The entire procedure for visiting the office needs to be described. Whatever They Told You About Topics for a Descriptive Essay Is Dead Wrong...And Here's Why Descriptive essay topics might be either easier or harder. It always includes creative writing, even if the topic seems to be dull and boring at first glance. Like any different type of essay, descriptive essays comes in numerous formats. The finest descriptive essays often have a mixture of elements, both humorous and dramatic, but it's likely tha t you would like to concentrate on one rather than the other. Although it could be only in school which you're requested to compose a specifically descriptive essay, description is a significant element in many types of writing. Your very first task in writing a descriptive essay is to pick a topic that has many intriguing pieces or qualities to discuss. Since the objective of the essay is to paint a mental image of a particular subject, it will help to generate a list of all of the situations you associate with your topic. Topics for a Descriptive Essay Options There's no limit as to what you could write for your essay. The main matter to be mindful about in personal descriptive essay is that there shouldn't be any over-exaggeration. There are many skilled essay writers that may cope at any essay in no moment. You might get hungry for pizza now, but you get a vivid illustration of the way to compose a descriptive essay. Though, there are specific patterns that you are going to follow when you compose a descriptive essay. The very first night you always get the very best sleep. Don't panic if you are not able to receive your descriptive essay right. A descriptive essay is an essay that's bound to present some type of detailed info on a specific subject. Like every assignment, it has a specific purpose. A superior descriptive essay comes out of a knowledgeable and imaginative mind. What Needs to be Done About Topics for a Descriptive Essay Also, be certain that you're a responsible writer by assuring that all the things which you are write won't hurt anyone or any individual related to what you're describing. Becoming creative and descriptive can occasionally be a challenge. The additional detail really helps us visualize the scene that the author is attempting to create. You might think about writing about an armchair or something that's present in your room right now. Driving age shouldn't be lowered essay. Benefits of on-line banking essay. Essay on creating a scientific attitude. College essay public support. Intelligence is inadequate essay. Descriptive Narrative Essay Example may be used mainly to recreate an occasion. Essay and company report.

First or Second Conditional Explained

The first and second conditional in English refer to a present or future situation. Generally, the difference between the two forms depends on whether a person believes that a situation is possible or unlikely. Often, the condition or imagined situation is ridiculous or clearly impossible, and in this case, the choice between first or second conditional is easy: We choose the second conditional. Example: Tom currently is a full-time student.If Tom had a full-time job, hed probably work in computer graphics. In this case, Tom is a full-time student so it is obvious that he does NOT have a full-time job. He might have a part-time job, but his studies demand that he concentrates on learning. First or second conditional? -- Second conditional because it is clearly impossible. In other cases, we speak about a condition that clearly possible, and in this case, choosing between the first or second conditional is easy again: We choose the first conditional. Example: Janice is coming to visit for a week in July.If the weather is good, well go for a hike in the park. Weather is very unpredictable, but its quite possible that the weather will be good in July. First or second conditional? -- First conditional because the situation is possible. First or Second Conditional Based on Opinion The choice between first or second conditional is often not so clear. Sometimes, we choose the first or second conditional based on our opinion of a situation. In other words, if we feel something or someone can do something, then well choose the first conditional because believe it is a real possibility. Examples: If she studies a lot, she will pass the exam.They will go on holiday if they have the time. On the other hand, if we feel that a situation is not very possible or that a situation is improbable we choose the second conditional. Examples: If she studied harder, she would pass the test.They would go away for a week  if they had the time. Here is another way of looking at this decision. Read the sentences with the speakers unspoken thought expressed in the parentheses. This opinion shows how the speaker decided between the first or second conditional. If she studies a lot, she will pass the exam. (Janes a good student.)If he worked harder, he would pass the exam. (John doesnt take school seriously.)Tom will take some time off next week if his boss says its OK. (Toms boss is a nice guy.)Frank would take some time off next month  if he could get an OK from his supervisor. (Unfortunately, his supervisor isnt very nice and theres a lot of work to be done next month.) As you can see from the examples above, the choice between the first or second conditional can express someones opinion about the situation. Remember that the first conditional is often called the real conditional, whereas the second conditional is often referred to as the unreal conditional. In other words, the real or conditional expresses something the speaker believes could happen, and the unreal or second conditional expresses something that the speaker doesnt believe could happen. Conditional Form Practice and Review To improve your understanding of conditionals, this conditional forms page reviews each of the four forms in detail. To practice conditional form structure, this real and unreal conditional form worksheet provides a quick review and practice exercises, the past conditional worksheet focuses on using the form in the past. Teachers can use this guide on how to teach conditionals  to introduce and practice the first and second conditional forms in class.