Child Observation Case Study

Child Observation Case Study Care has been taken to ensure the provisioning of adequate information to the mother of the child to be placed under observation. I have informed the mother of my reasons for conducting the exercise. I have reassured her on the protection of confidentiality of all my observations and have informed her that I will use a pseudonym for referring to her daughter in all my written work. I have accordingly asked her to chose a pseudonym for her daughter and have accepted her suggestion for calling the child Kirsty. Kirstys mother, Jane, has been informed that the child will not be influenced or pressurised in any way. She will be free to answer or not to answer questions and even to withdraw from the exercise at any time she so desires. I have obtained her consent to the conducting of the observation exercise in writing. The signed consent statement is available in Appendix 1. Whilst Kirstys father was not at home at the time of the study, Jane informed me that he was aware of the exercise and had agreed to the same. 1.3. Observation Process The exercise was conducted at the garden of Kirstys house. Kirsty lives with her parents in a small cottage near the beach. The house has a small fenced garden. It was quiet and sunny when the observation was conducted in the presence of Jane, and her neighbour, Priya, a young woman in her mid-twenties. Whilst it is recommended that the observation was conducted in the presence of the childs mother, care should be taken to ensure that she does not actively participate in the observation process. I carried the Sheridan Scale for 5 year olds for the exercise and noted my observations in the appropriate boxes during the observation process. The observation began at 11 am and continued for a couple of hours, wherein I observed Kirstys behaviour in the course of some small games that she played, first with her dolls and then with her set of building blocks. 1.4 Views of Family Jane informed me about Kirstys mild asthma, which had first surfaced when she was three and continued to trouble her even today. She was under medical treatment and her GP had advised her that most children outgrew childhood asthma by the time they were 15 or 16 years old. Jane informed me happily about the childs excessive attachment to her father, who had a travelling job and was out of the home for more than two weeks each month. Whilst both parents loved their daughter, the father absolutely doted on her and showered her with gifts when he was home. The child had of late begun to act wilfully and was apt to become very upset and show signs of aggressive behaviour if her wishes were not met immediately. Her school teacher had also spoken to Jane about Kirstys wilful behaviour athatupset once in a while. 1.5. Summarisation of use of Sheridan Scale and Assessment Framework Triangle Asthma, even if it is mild, is known to adversely affect the development of children. Janes information on the whole reinforced my findings from the application of the Sheridan scale for 5 year olds. I had carefully applied the Sheridan test for various parameters, including posture and large movements, vision and fine movements, hearing and speech, and, to some extent, social behaviour and play. Whilst the child responded positively to the various facets of the test, and was particularly proficient in dancing with me to tapping of feet, skipping, sketching and painting, she appeared to have trouble in skipping and in participating in more strenuous forms of physical activity. Her mother also became apprehensive if the child engaged in dancing and running. I also found her to be more wilful and apt to become upset if she did not find what she was looking for, or if her smaller wishes, like asking for a glass of water were not immediately fulfilled. She appeared to miss her father, who had to constantly go on business trips. The Common Assessment Framework triangle helped me in understanding the developmental needs of the child from three perspectives a) the developmental needs of the child b) family and environment factors and c) parenting capacity. Use of the CAF triangle helped me in realising that whilst the parents were taking good care of her various physical, health and educational needs, their overprotective nature was resulting in slowing down of her self care skills as well as her emotional and behavioural development. 2. Psychological Theories and Life Span Development Cognitive development is a process whereby a childs conception of the world alters with respect to age and experience. Cognitive psychology, primarily known as the developmental stage theory, seeks to explain the quantitative and qualitative intellectual abilities that occur during a childs developmental years. The work of Piaget is important in understanding human development. Piaget suggests that the idea of cognitive development is intrinsic to the human organism and language is contingent on cognitive development. Piaget proposed that reality is essentially a dynamic structure of continuous change, one that involves transformations and states. Whilst transformations refer to the various changes that a person/thing undergoes, states refer to periods in between transformations. A childs cognitive development is primarily dependent on his/her ability to adapt to various situations. Therefore, if human intelligence is to be adaptive, it must be able to represent both the transformational and static aspects of reality. He suggested that whilst operative intelligence directs dynamic or transformational aspects of reality, figurative intelligence represents static periods in between. In understanding cognitive development, Piaget essentially focuses on accommodation and assimilation. Whilst the former focuses on absorbing ones environment by altering pre existing schemas in order to fit the new information, the latter concentrates on assimilating new information by fitting it into pre existing cognitive schemas. Whilst placing Kirstys development within the context of Piagets stages of development in it recognises that children adopt particular types of behaviour and actions during each stage I feel that she was adequately well developed, both operatively and figuratively. Moreover, she was able to assimilate and accommodate to the environment with equal ease. Her enthusiasm to play Introduction Community care essentially aims to provide individuals in need with social, medical and health support in their own homes, as far as possible, rather than in residential establishments or in long-stay institutions. The enactment of the NHS and Community Care Act in 1990 marked a watershed in the evolution of community care practice in the UK (Means, et al, 2002, p 71). Implemented after years of discussion on the social and financial viability of maintaining people in institutions and homes, the NHS and Community Care Act, initiated by Margaret Thatcher, showcased her desire to radically change the practice and delivery of social and health care in the UK (Means, et al, 2002, p 71). The years following the passing of the Act have witnessed significant developments in the practice and delivery of social work in the country. This short essay attempts to investigate the basic reasons for the enactment of the NHS and the Community Care Act, its basic ideology and thrust, and its impact on the social work sector of the country. The essay also studies the developments in social care that have occurred in the years following the act, with particular focus on direct payments for people with learning disabilities, social care provisions for carers and the contemporary emphasis on personalisation. NHS and Community Care Act 1990 Whilst the initiation of the policy of community care in the UK is by and large attributed to Margaret Thatchers conservative government, the concept of community care, even at that time, was not exactly new (Borzaga Defourny, 2001, p 43). The need for community care existed from the beginning of the 1950s. It aimed to provide a better and more cost effective way to help individuals with mental health concerns and physical disabilities by removing them from impersonal, old, and often harsh institutional environments, and taking care of them in their home environments (Borzaga Defourny, 2001, p 43). Although various governments, since the 1950s, supported the need to introduce community care and tried to bring in appropriate changes, lack of concrete action on the issue resulted in constant increase of the number of people in residential establishments and large institutions during the 1960s, 70s and 80s (Borzaga Defourny, 2001, p 43). With numerous negative stories coming out in the media on the difficult conditions in such establishments, Sir Roy Griffiths was invited by Margaret Thatcher to investigate the issue of community care for the residents of such establishments and make appropriate recommendations (Harris, 2002, p 11). The Griffiths, (1988), Report named Community Care: Agenda for Action, followed by the publication of a White Paper Caring for People: Community Care in the Next Decade and Beyond in 1989 led to the enactment of the NHS and Community Care Act 1990 (Cass, 2007, p 241). Apart from being a strong attempt to improve the lives of people in long term institutions and residential establishments, the law was also an outcome of the conservative governments desire to bring market reforms into the public sector and stimulate the private sector to enter the social services, as well as its conviction that competitive markets would be better able to provide more economic services than a bureaucratised public sector (Harris, 2009, p 3). With social services being among the highest revenue spending departments at the local authority level and domiciliary and residential services for older people consuming the bulk of social service funds, community care for older people presented an obvious area for introduction and implementation of market principles (Harris, 2009, p 3). The act split the role of local and health authorities by altering their internal structures, so that local authority departments were required to ascertain the needs of individuals and thereafter purchase required services from providers (Lewis, et al, 1994, p 28). Health organisations, in order to become providers of such services, became NHS trusts that competed with each other. The act also required local social service and health authorities to jointly agree to community care plans for the local implementation of individual care plans for long term and vulnerable psychiatric patients (Lewis, et al, 1994, p 28). The act has however come in for varying degrees of criticism from service users, observers and experts, with some observers claiming the altered care conditions to be unresponsive, inefficient and offering little choice or equity (Malin, et al, 2002, p 17). Other experts, who were not so pessimistic, stated that whilst the system was based upon an excellent idea, it was little better in practice than the previous systems of bureaucratic resource allocation and received little commitment from social services; the lead community care agency (Malin, et al, 2002, p 17). The commitment of local authorities was diluted by the service legacies of the past and vested professional interest, even as social services and health services workers were unable to work well together (Malin, et al, 2002, p 17). Little collaboration took place between social and health services and the impact of the reforms was undermined by chronic government underfunding. The voluntary sector became the main benefici ary of this thrust for the development of a mixed economy of care (Malin, et al, 2002, p 17). Developments after the Enactment of the NHS and Community Care Act The assumption of government by the labour party in 1997 resulted in the progressive adoption of numerous forward looking policies in various areas of social care. The publication of a white paper in 1998 reinforced the governments commitment to promotion of community based care and peoples independence (Means, et al, 2002, p 79). The paper focused on assisting people to achieve and maintain independence through prevention and rehabilitation strategies, with specific grants being introduced to facilitate their implementation. The Health Act of 1999 removed obstacles to the joint working of health and social services departments through provisions for pooling of budgets and merging of services (Means, et al, 2002, p 79). The formulation of the NHS plan aimed to improve partnership between health and social care, the development of intermediate care and the construction of capacity for care through cash for change grants for development of capacity across social and health care systems (Means, et al, 2002, p 79). Direct Payments for Individuals with Learning Disabilities The Community Care (Direct Payments) Act 1996, which came into operation in April 1997, marked a radical change in the provision of community care for people with disabilities, including those with learning difficulties (Tucker, et al, 2008, p 210). It was illegal, prior to the implementation of the act, for local authorities to support people with disabilities by making cash payments in lieu of providing community care services. Policymakers however realised that many local authorities were successfully supporting independent living schemes, centres for independent living and personal assistance schemes (Tucker, et al, 2008, p 210). Such schemes handled community care payments for disabled people and provided them with help to organise assistance or support. The Community Care (Direct Payments) Act built on this situation, allowing direct payments to be made to replace care services, which otherwise would be given by social service departments (Tucker, et al, 2008, p 210). Direct payments provide flexibility in the way services are provided to eligible people. The giving of money, in lieu of social care services, helps people to achieve greater control and choice over their lives and enables them to decide on the time and mode of delivery of services (Tucker, et al, 2008, p 210). Direct payments can not only be used for services to satisfy the needs of children or their families but also enables carers to purchase the services they need to sustain them in their roles. Research conducted in 1997 in the utilisation of direct payments by people with learning difficulties revealed that whilst utilisation of direct payments by people with learning disabilities was increasing, such utilisation was low among women and individuals from minority or black ethnic groups (Tucker, et al, 2008, p 210). Research also revealed the presence of wide differences in the interpretation of the capacity of persons for consenting to direct payments by local authorities. Whils t some local authorities felt that direct payments could be sanctioned to all persons with learning difficulties who were able, with assistance, to successfully control and use direct payments, other authorities did not heed the fact that such people could indeed be assisted to communicate decisions and consequently assumed their inability to consent to direct payments. Such interpretations, it was felt, could debar many people in need from obtaining the facility for direct payments (Tucker, et al, 2008, p 211). Assistance for Carers Recent years have seen a number of social care initiatives for easing the condition of carers. Carers are people who provide assistance and support, without payment, to family members or friends, who are unable to manage without such assistance, on account of illness, frailty or disability (Government Equalities Office, 2010, p 1). Carers can include adults who care for other adults, parents who care for disabled or ill children, or young people who care for other family members. The governments social care policies for carers include supporting people with caring responsibilities for (a) identifying themselves at early stages, (b) recognising the worth of their contribution, and (c) involving them from the beginning in designing and planning individual care (Government Equalities Office, 2010, p 1). Such policies aim to enable carers to (a) satisfy their educational needs and employment potential, and (b) provide personalised support, both for carers and the people they support, to enjoy family and community life and remain physically and mentally well. Whilst the NHS and community care Act 1990 looked at carers as valued resources because of their ability to provide support, it did not refer to their rights; relying instead on rhetoric to deliver the message of their value to society (Government Equalities Office, 2010, p 2). Succeeding years have however witnessed greater focus on the needs of carers and to progressive introduction of suitable laws and appropriate policies. The passing of the Carers (Recognition and Services) Act 1995 drew attention to the needs of carers. This was followed by the passing of the Carers and Disabled Children Act 2000 and the Carers (Equal Opportunities) Act 2004 (Government Equalities Office, 2010, p 2). These acts entitle carers for (a) assess ment of their needs, (b) services in their own right and support in accessing education training, employment and leisure opportunities. The proposed equality bill introduces four new opportunities for carers. It (a) requires public authorities to give due consideration to socio-economic disadvantages, whilst exercising strategic planning functions, (b) takes account of associative discrimination with regard to disabled people, (c) provides for prevention of indirect discrimination, and (d) calls upon public bodies to ensure that their policies are designed to eliminate harassment and discrimination and further equality of opportunity (Government Equalities Office, 2010, p 2). Personalisation The concept of personalisation in social care, whilst discussed for some years, was formally inducted into social care practice in the UK with the publication of Putting People First in 2007. The concordat outlined the concept of a personalised adult social care system, where individuals will have extensive control and choice over the services received by them. The government committed that social services would progressively be tailored to meet the preferences of citizens, with person centred planning along with self directed support becoming mainstream activities, assisted by personal budgets for maximising control and choice (Aldred, 2008, p 31). Whilst personal budgets and direct payments form an important aspect of personalisation, the idea concerns fitting services to the needs of people, focusing on outcomes, and recognising the worth of the opinions of service users assessing their own needs, planning their service, and producing their outcomes (Aldred, 2008, p 31). Conclusions and the Way Forward This essay investigates the reasons behind the enactment of the NHS and the Community Care Act and studies the developments in social care that have occurred in the years following the act, especially in areas of direct payments for people with learning disabilities, social care for carers and personalisation. It is obvious from the results of the study that social care in the UK has experienced significant change and metamorphosis since the enactment of the 1990 act. Whilst significant progress has been made a consensus s growing that the British social care system is facing a crisis because of drivers like increasing demographic pressures, alterations in family and social structures, rising public expectations, increasing desire for greater choice and control, and eligibility for services (Glasby, et al, 2010, p 11). The need to move people out of local accommodation because of rising rents exemplifies the challenges faced by the social care system. With the financial system becoming more challenging, the social care system will have to find ways of improving efficiencies without diluting the quality of care (Glasby, et al, 2010, p 11). The next round of social reforms, whilst attempting to achieve better delivery efficiencies will have to renew its commitment to satisfying social expectations and basic human rights, reducing costs, preventing future needs, helping people to regain independence, freeing individuals to contribute, and supporting carers to care and contribute to society (Glasby, et al, 2010, p 11).

Developing Yourself as an Effective Human Resources Essay

The Human Resources Profession Map was created by the Chartered Institute of Personnel & Development (CIPD) together with Human Resources (HR) practitioners. The aim was to highlight and explain what HR personnel need to know, do and how to deliver the highest standards of knowledge, skills and behaviour required for growth and success within an organisation. The HR Map is a very important tool to help personnel identify areas that need to be developed within their career. The HR Professional Map is created for any type of organisation (small or large) and is based around areas of professional competencies to help those just starting their careers as well as seasoned professionals. The Map is structured around ten professional areas, eight behaviours and four bands of professional competence. It holds two professional core areas, which are ‘insights, strategy and solutions’ and ‘leading HR’. These areas are essential for any worker who needs to develop skills to the best possible level. Firstly, s/he needs to understand the company’s values and have a thorough knowledge of what the company does. The basics need to be covered before the employee can proceed within the other training and development parts of the profession map. After learning about insights, strategies and solutions, the HR practitioners should be aware of any arising problems that could effect their work place. The knowledge that comes from the gained behavioural skills should be good enough for HR practitioners to be able to come up with solutions and adapt it to new situations, helping an employee gain confidence and become a better leader. Another eight professional areas that professionals need to know are; service delivery and information; organisation design; organisation development;  resourcing and talent planning; learning and talent development; performance and reward; employee engagement and employee relations. The eight behaviours show what kind of attributes HR practitioners should implement, which are; being curious; a decisive thinker; skilled influencer; personally credible; collaborative; driven to deliver; having the courage to challenge and being a role model. All of those areas and behaviours are covered by four bands of competence. Band one would be for beginners who start their career and have a basic understanding of the HR role and band four would be for senior professionals who have the most experience within a company. The key area for me to focus on within my company would be employee engagement at band one of professional competency. For the last six years I have been working at the cinema where I have learnt everything about the company’s values and goals, through starting as a staff-member to becoming a duty-manager. Employee engagement is a very important level of commitment to any company; an engaged employee should always have pride in what s/he does and work hard to achieve success. In order to have motivated and positive staff who deliver outstanding results, I need to know how to communicate, listen, train/coach my team members, setting aspirational targets through meetings, appraisals and one-to-one sessions. I am sent for various training sessions which provides me with the ability to provide the best support and training for my personnel. After observing and listening to my staff I have noticed that people learn in various ways and I need to adopt different methods in training s essions to get the best out of them and to make them feel valued and motivated. ACTIVITY 2 Understanding Customer Needs. It happens very often in my professional role that certain customers come to me asking for some data, advice or requiring assistance. Not so long ago I had three customers simultaneously come to me with individual problems. They were: Staff Member Emma, who wanted to find out how many hours of holiday she earned so far and when would be the best time to book her holidays. Operational Assistant Ben, who wanted me to add the new starters which would  be starting from the beginning of next week to the system and send a ‘new starter form’ to the Head Office HR Manager. General Manager Paul, who asked me to check our monthly payroll which just got sent through and needed to be replied to by the end of the working day. It is essential that I always try to prioritise my tasks according to the customer needs and the impact it would have on the company. At the beginning I told Emma that I was unable to focus on her query at that specific moment, but would make sure that tomorro w I would have more time to talk through her holiday requests. My priority was checking the monthly payroll. The task was set by my General Manager and I had only till the end of the day to check it. I need to have enough time to thoroughly check the payroll as if there are any mistakes I need to create a report with all the faults found and send it to the HR manager to investigate. Adding new staff to the system was my second priority. The staff’s data did not go live until the week after and therefore was lacking any real pressure in terms of time, and the system we use is simple and straight-forward. Nevertheless, it took priority over Emma in case there were mistakes that would later delay this important and timely process. As stated, Emma was my last priority because her query was not as pressing as the previous two. However, I still made her feel important and valued by informing her that I would have everything ready for the meeting the next day. Effective Communication Effective communication is important in every work place. It is essential for employees to build the appropriate level of trust and understanding, to help create strong working relationships and therefore solve any arising problems with more ease. The three most common ways to communicate in my company are: Face to face. The most efficient and common within my role, it is used when I want to delegate jobs to staff members, within team meetings etc. This type of communication cannot be ignored and is particularly successful in motivating staff to do their jobs effectively. Although sometimes face-to-face can be difficult and cause problems; when dealing with a difficult situation it is sometimes hard to stay calm or always see eye-to-eye. Emotions can become visible which may cloud communication and further exasperate an event. E-mails. These are used on a regular basis. Most contact with external customers is through e-mail and so we need to make sure they are always answered swiftly. They are easy, effectively free and a very fast form of communication. For my internal customers I use an e-mail service for sending out rotas and other staff requests, therefore it is important to check it daily. Unfortunately, sometimes e-mails may be misread and people could feel offended by its content due to miscommunication. Also, some messages may be misplaced and sent to a customer’s ‘spam’ folder and therefore treated as unsent and ignored, causing negative experiences. Feedback Forms. A very popular method that is used for one-to-one meetings, probation reviews and appraisals. These forms provide to customers a clear and concise outline of their positive/negative behaviour, and acknowledge, with their line manager, what kind of changes need to be made, creating a clear plan that could help with their development. Feedback can also help staff feel appreciated and increase their self-esteem. A disadvantage of feedback forms may be the subjective nature of feedback (as anyone within the management team can choose to provide a form without first going through any procedures or checks) leaving open the possibility of personal opinions clashing with a customer’s work ethic. Effective Service Delivery To be able to meet all customer needs the company should have an effective service delivery. Good working relationships and team work should be key to creating a good service delivery for our customers. Everyday I have to deliver satisfactory service on time. Whether it is with our external customers by replying to their e-mails or phone calls on a daily basis or for my internal customers when writing rotas and meeting deadlines set by Management or Head Office. It is essential for a HR practitioner to be able to deliver a service within a timely manner because that will help build trust with customers. Delivering a service on budget is essential in my work place as I have to deal with it on a daily basis. I am mostly responsible for payroll and, within my company, payroll is the biggest controlling cost. Every week we have to schedule staff according to expected business levels. On top of this, everyday we have to control our forecast and act accordingly to set hours, which may incl ude sending staff home when it is quiet or  calling more people in when it is busy. Dealing with difficult customers and handling complaints is not easy, especially external ones. Whenever I have to deal with one I am always focused, listen to the person’s complaint, apologise for the problem and try to explain why certain situation have happened. I’m always trying to put myself in their position and empathise with them. Sometimes just explaining things may resolve the problem because a customer may not understand something, be confused or simply be agitated and in need of assistance. I asses the situation and decide how best to resolve it (whether with a mere apology or free guest passes etc). If the customer is still not happy with the outcome and would like the complaint to go further, I pass the situation onto head office to be dealt with more formally. When handling and resolving complains it is important to stay calm, communicate and be aware how serious the complaint is. Sometimes is okay to to resolve it in an informal one-to-one meeting but if it’s something serious like Gross Misconduct, then the complaint must be dealt with form ally which could result in dismissal. Looking at the Associate Membership criteria I would need to develop ‘practical and technical HR knowledge’ and ‘collating, analysing and interpreting data’. These two areas stand out the most from the associated membership criteria because I know I could develop these skills better throughout my personal development plan and become a more skilled HR practitioner. Learning more about practical and technical HR knowledge will expand my awareness and make me a more rounded, proficient professional. And learning how to properly collate, analyse and interpret data is something I have yet to really learn and so will give me a crucial grounding for further development. In order to be able to grow within developing practical and technical HR knowledge I would have to gain a lot of experience by shadowing my HR manager and fellow colleagues. In my organisation it is very important to know as much as possible about the human resources department because we do not hav e many people on site with HR skills. After learning about HR development I could focus on one or two key areas, such as disciplinary procedures or maternity leave, which would add key areas of knowledge to my  current HR capabilities. I believe that developing yourself practically and technically is essential for an individual who wants to become a good HR practitioner within his/her company as this is a core grounding to any career in HR. Collating, analysing and interpreting data is connected to developing practical and technical knowledge within my HR area. By getting support from my line managers I can be trained in creating weekly analyses of all payroll reports such as sickness submissions, lateness tracker and breaks. That skill would teach me how to work on our workforce payroll and I would get to know the rules and disciplinary procedures. With that in mind, I would be able to implement visible data and make staff responsible for their absences. Continuous Professional Development (CPD) is a â€Å"combination of approaches, ideas and techniques that will help you manage your own learning and growth†, focusing â€Å"firmly on results – the benefits that professional development can bring you in the real world† (CIPD website). It can be defined as a life-long learning project that describes the actions of an individual professional who is continuously planning, managing, reviewing and developing his/her skills within their professional or private life. The main aspect of CPD is the Personal Development Plan (PDP) which is structured to help and support individuals to be able to plan and organise their objectives or values in their personal or career development. It identifies what skills and knowledge you need to develop to progress further. I believe that CPD is important to me and my organisation because it gives me and my employer a chance to grow and progress within my career. It sets clear objectives and provides an opportunity to widen any knowledge and skills which are important to succeed within the organisation. By planning my PDP I am able to understand my strengths and weaknesses and learn how to improve them day by day. It keeps me interested therefore I feel motivated and positive. The company can also benefit from having the structure of CPD in place as it helps the company move forward by having motivated and happy personnel, as well as better working relationships due to managers spending more time with staff through one-to-one meetings and appraisals. The two options that I chose from my personal development plan are having practical and technical HR knowledge and completion of my CIPD course. Personally, advantages of having practical and technical HR knowledge would be the ability to implement my new skills on site and be able to use more of my own initiative on day to day basis. By shadowing my HR manager and having support from my head office team I would be able to learn about all procedures very quickly. In having those skills I would know how to run the HR department and by doing so I would be very well prepared for HR audits. The only disadvantage for this area would be time organisation, in making sure I can travel to London (and therefore needing cover) and that my HR manager has time to coach me, although this would only be for a set amount of time. The reason why I chose to study an online CIPD course is because I wanted to get my qualification while I was still working a full-time job. It provides great flexibility and no daily travel saves a lot of time and money. I find studying online is less stressful than face-to-face college as it allows me to work within my on surroundings and at a pace I am comfortable with. All lessons are available via a website and the tutors are always quick in responding to e-mails. A disadvantage to studying online is the lack of visible pressure from tutors to push me to work between my regular weekly shifts at work, although this at least helps improve my self-motivational skills.

Livelihood system among koyas

INTRODUCTION In the phase of globalization the question of livelihood has captured all the points of discussion. Various people have defined livelihood differently. Chambers and Conway (1992) define â€Å"A livelihood comprises the abilities, assets (stores, resources, claims and access) and activities required for a means of living: a livelihood is sustainable which can cope with and recover from stress and shocks, maintain or enhance its capabilities and assets, and provide sustainable livelihood opportunities to the next generation; and contribute net benefits to other livelihoods at the local and global bevels In the long and In the short term. In present days the Issue of livelihood has become a topic of concern In the context of tribal communities. Since centuries the tribal communities have been living in and around the forests, practicing hunting and gathering activities, fishing and shifting cultivation have faced difficulties in their survival. Traditionally they depend on forest resources for their livelihoods. Their dependence on forest was not merely for livelihood but also for their cultural requirement.For these people, forests are Important source of livelihood and means f survival (Saxons, 1999). Though, farming was there It was not much prominent. Their economy was subsistence in nature. Moreover, a number of small tribal groups are completely dependent on the forest for their livelihood. Fernando (1984) argues or that the destruction of forests over the past few decades has deprived tribes of their livelihood, particularly source of food. It has also resulted in their impoverishment, indebtedness and in many cases land alienation and even bondage.The concept of livelihoods and livelihood analysis emerged In the mild-inlets- loosely associated with poverty reduction strategies. Livelihood of the poor can never be understand in any track logic be it economic, social, technical, cultural or political. The livelihood systems are made up very div erse elements which taken together constitute the physical, economic, social and cultural wherein families live (Hogged, 2006). The life style and tradition of each indigenous community is unique and is related to the utilization of particular natural resource and particular type of work.They have been collecting resources from forest without causing any damage to It. The forest provides them food and livelihood security. Since tribal communities live in close proximity with biodiversity rich landscapes, they have evolved local specific and novel livelihood strategies based on their indigenous knowledge. This knowledge was passed on through generations and it played an important role in the conservation and sustainable use of biodiversity. By and large, they were depending on nature for their survival.Social and cultural diversity, coupled with the environmental complexity, have generated diverse approaches and technologies In he management and use of different natural resources (Mi shear, 2007). It is important to note that, traditionally villagers, specifically the tribal, managed their affairs and resources on a sustainable basis (Roy Barman, 1993). Their village councils ensured strict observance of institutionalized rules and cultural practices for the sustainable use and management of natural resources.They also regulated the use of natural resources more carefully. Studies have shown that most of the tribal communities effective methods to conserve them (Agile and Berks, cited from Sings, 1996). Indigenous peoples' knowledge, conservation beliefs and values, environmentally adaptive and sensitive land use, resource management practices, and determined defense of territory and natural resources have enabled many of them to inhabit in the natural habitats for centuries without destroying their ecosystems and biodiversity (Setters, 1997).The interaction between human being and nature has always been reciprocal. In tribal communities where there always exist a symbiotic relationship between their livelihood pursuits and the surrounding natural resources ease like the forest, land, water bodies, mineral resource and other flora and fauna. For tribal people, land is important source of livelihoods. Around 90% of tribe's populations in India are depending on land directly or indirectly for their survival (Versa 1995). Their economy is primarily agro based. Land is the only tangible asset for them.Apart from the land forest is the second source of their livelihood. They used to collect various minor forest products from forest for their survival. There economy was subsistence in nature. In Kumara, the village selected for the present study, the people's traditional activities are mostly dependent on forest and agriculture. During traditional society the size of population was small, availability of land per person was sufficient for sustaining and forest was near to their villages and able to fulfill villager's needs.They emphasize on equa lity and collectively while using natural resource. Their custom and tradition were not against the natural law. They have sufficient indigenous knowledge on how to use any plants or herbs as medicine. Significance of the study: Kayos were nomadic people in the past but got changed due to modernized technology. Their society became heterogeneous society because of the adoption of Hinduism, its rituals, festivals, practices, modern education, life style etc. Their culture is being rapidly changed by the influence of mainstream society.OBJECTIVES OF THE STUDY: 1) To understand the major livelihoods among Kayos of Wrangle. 2) To give an information about the connection between livelihoods and resources 3) To comprehend changing pattern of livelihoods and their coping mechanism. 4) To asses the government interventions in livelihood Data collection in the study area: The study area of KUMARA VILLAGE is under Davit Gram Penchant of Triangular Amanda, Wrangle District of Andorra Pradesh, Which is at a distance of 190 SMS from Hydrated.The fieldwork was carried out for 25 days as part of the study. Village census: In the first week the census data of the entire village was obtained. All men and women in the village were mostly farmers or agriculture labors, so to collect the census data we had to go in the morning before they leave to their fields. The interviews were conducted as per the convenience of the person after their consent was obtained. Group interviews: about how they organize different activities and informally asked them how they used to do the same activities in the past.The conversations revealed how they organized work in their respective fields and how obligatory it is to go and work when someone calls . We observed the nature of sharing labor in the village. In the village we can find of villagers taking turns for grazing of animals in the lands, this kind of turns showing the unity of the tribal people. Key informants: Key informants are important in the collection of data regarding for understanding the ways of hunting, rituals processes and also for understanding making of Sara (illegal) cheap liquor which they sell to earn money.Students of the village who are studying in colleges in Pasta and Hammond were very helpful in gathering information. Edema, Swaths and saran lath were very informative about how they celebrate festivals and how they are collecting minor forest products from forest. They took us to their fields and showed their fields and gave information. Savanna who is working as a forest officer in Pasta gave information about marriage celebrations, family relations etc.Limitation of the study: As the period of stay was very short and as the first week days were spent in rapport building the time left for actual data collection was very short. Hence sufficient information regarding some aspects could not be collected. Due to time constraint the fieldwork was carried out only for 23 days. If I could have spent m uch time in field it could have better to get more information. Therefore a detailed study is required to understand how tribal depend on natural resources and or use the resources to make a happy living.Also the study requires an understanding of how and from where they are getting their livelihood income. Apart from that what other resources are available to them. I have observed their traditional practices to find out the connection (if any) between the availability of resources and how these resources are used in generating their livelihood. They have various resources like land, water, forest. They depend on these resources doing their subsistence to make their life or for leading their life happily.

Example Sentences of the Verb Pay

This page provides example sentences of the verb pay in all tenses including active and passive forms, as well as conditional and modal forms. Base Form pay / Past Simple paid / Past Participle paid / Gerund paying Present Simple Jack usually pays by credit card. Present Simple Passive The bill is paid at the end of every month. Present Continuous Tom is paying the bill now. Present Continuous Passive The bill is being paid now. Present Perfect Have you paid the telephone bill yet? Present Perfect Passive Has the telephone bill been paid yet? Present Perfect Continuous Jill has been paying their bills for years. Past Simple Tom paid for the vacation last month. Past Simple Passive The vacation was paid for by Tom last month. Past Continuous She was paying the waiter when the man walked into the restaurant. Past Continuous Passive The bill was being paid when the man walked into the restaurant. Past Perfect Peter had already paid the bill when I offered to get it. Past Perfect Passive The bill had already been paid when I offered to get it. Past Perfect Continuous She had been paying off all the accounts when her debt was forgiven. Future (will) Alice will pay him soon. Future (will) Passive He will be paid soon by Alice. Future (going to) Alice is going to pay him at the end of the week. Future (going to) Passive He is going to be paid at the end of the week. Future Continuous This time next week we will be paying off all the employees. Future Perfect He will have been paid over $100,000 by the end of the year. Future Possibility She might pay for dinner. Real Conditional If she pays for dinner, we wont eat very much. Unreal Conditional If she paid for dinner, we wouldnt eat very much. Past Unreal Conditional If she had paid for dinner, we wouldnt have eaten so much. Present Modal She must pay all her bills this week. Past Modal She cant have paid all her bills last month! Quiz: Conjugate With Pay Use the verb to pay to conjugate the following sentences. Quiz answers are below. In some cases, more than one answer may be correct. The bill _____ at the end of every month.Tom _____ for the vacation last month.The bill _____ when the man walked into the restaurant.Alice _____ him soon. I promise.He _____ over $100,000 by the end of the year._____ the telephone bill _____ yet?Peter _____ already _____ the bill when I offered to get it.If she _____ for dinner, we wouldnt eat very much._____ you p_____ the telephone bill yet?He _____ at the end of the week as scheduled.   Quiz Answers is paidpaidwas being paidwill paywill have been paidHas  been paidhad already paid  paidHavepaidis going to be paid