scholarly journals Developing Young Children's Understanding of Work as a Social Institution

1998 ◽  
Vol 3 (2) ◽  
pp. 81-93
Author(s):  
Nigel Hall ◽  
Anne Robinson

In the UK very young children's experience of ‘work’ (as in adult paid activity) in school is usually restricted to activities which focus on the more concrete manifestations of a task: the police officer arrests, the baker bakes and the nurse takes temperatures. Learning about work as a socially situated activity is usually felt to be too difficult for children aged as young as five years. However, recent studies in childhood and literacy are showing that young children are able to exert agency and understanding in many complex situations. This papers details part of a case study focusing on five-year-olds in which through a series of activities related to sociodramatic play experiences they gained experience of work and bureaucracy, work and community, and work and economic transaction. Instead of finding these too difficult it was clear that the complexity fully engaged the children and that they began to understand that work was not simply a physical activity but was a social phenomenon which involved regulation, community relationships, and economic understanding.

2005 ◽  
Vol 8 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Tim Lang ◽  
Geof Rayner ◽  
Mike Rayner ◽  
David Barling ◽  
Erik Millstone

2004 ◽  
Vol 7 (3) ◽  
pp. 387-405 ◽  
Author(s):  
D Joe Millward ◽  
Alan A Jackson

AbstractRevised estimates of protein and amino acid requirements are under discussion by the Food and Agriculture Organization (FAO)/World Health Organizaion (WHO), and have been proposed in a recent report on Dietary Reference Intakes (DRIs) from the USA. The nature and magnitude of these requirements are not entirely resolved, and no consideration has been given to the potential influence of metabolic adaptation on dietary requirements. We have examined the implications of these new values, and of the conceptual metabolic framework in which they are used, for defining the nutritional adequacy of protein intakes in developed and developing countries. We have expressed proposed values for protein requirements in relation to energy requirements, predicted for physical activity levels of 1.5, 1.75 and 2.0 times basal metabolic rate, in order to generate reference ratios for protein energy/total energy (reference P/E ratio) as a function of age, body weight, gender and physical activity level. Proposed values for amino acid requirements have been used to adjust the available digestible P/E ratio of foods and diets for protein quality. Focusing on the diets of UK omnivores and vegetarians and on diets in India, the risk of protein deficiency is evaluated from a comparison of P/E ratios of metabolic requirements with protein-quality-adjusted P/E ratios of intakes. A qualitative and conservative estimate of risk of deficiency is made by comparing the adjusted P/E ratio of the intake with a reference P/E ratio calculated for age, body weight, gender and physical activity according to FAO/WHO/United Nations University. A semi-quantitative estimate of risk of deficiency has also been made by the cut point approach, calculated as the proportion of the intake distribution below the mean P/E ratio of the requirement. Values for the quality-adjusted P/E ratio of the diet range from 0.126 for the UK omnivore diet to 0.054 for a rice-based diet of adults in West Bengal, which is lysine-limited, falling to 0.050 for 1-year-old children. The reference P/E ratio for men and women increases with age, is higher for females than males, is higher for small compared with large adults at any age and decreases with physical activity. Thus if a particular diet is potentially limiting in protein, protein deficiency is most likely in large, elderly sedentary women followed by the adolescent female and least likely in moderately active young children, the opposite of what has usually been assumed. Within the currently accepted framework, the diets do not meet the protein needs of the entire population of the UK, have a significant risk of deficiency throughout India for all except extremely active small adults, and are grossly inadequate for all population groups, apart from physically active young children in West Bengal, regardless of body weight or level of food intake. The lysine limitation of the cereal-based Indian diets is dependent on the choice of lysine requirement values from the published range. We consider that the value selected is too high, because of uncertainties and inconsistencies in the approaches used. A more appropriate choice from the lower end of the range would remove the lysine limitation of cereal-based diets, and reduce some of the perceived risk of deficiency. However, diets remain limited by the amount of digestible protein for many population groups, especially in West Bengal. In the context of risk management, one option would be to accept the current values and the conceptual metabolic framework within which they have been derived. This would have major implications for the supplies of high-quality protein to the developing countries. An alternative option would be to re-evaluate the currently proposed values for the requirements for protein and amino acids. We conclude that the choice of values for the adult lysine requirement should be re-evaluated and that serious consideration should be given to the extent to which adaptive mechanisms might enable the metabolic requirement for protein to be met from current intakes. This will entail a better understanding of the relationships between dietary protein and health.


2005 ◽  
Vol 8 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Tim Lang ◽  
Geof Rayner ◽  
Mike Rayner ◽  
David Barling ◽  
Erik Millstone

2019 ◽  
Vol 41 (2) ◽  
pp. 219-235
Author(s):  
Bethan Garrett

The motivation of teachers represents an emergent area of research within psychology, where the complex and fluid nature of practitioner engagement is increasingly recognised. Underpinned by psycho-social theories, this article explores the potential of socially-situated structures and processes to develop and maintain generalist teachers’ personal involvement with music. Data is utilised from a broad, qualitative project, which involved seven case study schools in the UK, although the story of one institution is prioritised; this represents a positive example in which the school’s leadership models, support structures and socio-interactional environment contributed to increased motivation of generalist practitioners. In this school, the fact that individual teachers were able to subvert their previous negative perceptions to become fully involved with music indicates the potential for personal engagement to be enhanced through social means. This paper provides an in-depth, theoretical analysis of the processes which enabled this to occur.


2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Helly Ocktilia

This study aims to gain a deeper understanding of the existence of the local social organization in conducting community empowerment. The experiment was conducted at Community Empowerment Institution (In Indonesia it is referred to as Lembaga Pemberdayaan Masyarakat/LPM). LPM Cibeunying as one of the local social institution in Bandung regency. Aspects reviewed in the study include the style of leadership, processes, and stages of community empowerment, as well as the LPM network. The research method used is a case study with the descriptive method and qualitative approach. Data collection was conducted against five informants consisting of the Chairman and LPM’s Board members, village officials, and community leaders. The results show that the dominant leadership style is participative, in addition to that, a supportive leadership style and directive leadership style are also used in certain situations. The empowerment process carried out per the stages of the empowerment process is identifying and assessing the potential of the region, problems, and opportunities-chances; arranging a participative activity plan; implementing the activity plan; and monitoring and evaluating the process and results of activities. The social networking of LPM leads to a social network of power in which LPM can influence the behavior of communities and community institutions in utilizing and managing community empowerment programs. From the research, it can be concluded that the model of community empowerment implemented by LPM Cibeunying Village is enabling, empowering, and protecting.


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