02.10 Module Two Exam Economics Answers

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• [FREE] 02.10 Module Two Exam Economics Answers

  Compare your answer with the one given at the end of the study session. Activity 1. Identify three that you think are particularly important to the role of health workers, other than the right to health. Why are these Articles relevant? To use this...

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  Article 24, the right to the best possible health, is immediately relevant, as is Article 6, the right to life and development. Birth registration ensures the identity of the child, which may be needed to get a place in school, to access health care...

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• What To Expect On The CFA Level II Exam

  Together they create a complete framework of rights that, if fully respected, would promote the health, welfare, development and active participation of all children. To give two examples of this: It is not possible to tackle violence and sexual exploitation against children without also addressing the violation or neglect of rights that expose children to: violence lack of access to education discrimination prejudice failure to listen directly to and take seriously what children say about their lives. There is often a tendency to view physical needs as having priority. Clearly, at one level it is true that without food children will die.

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  And without respect and freedom from discrimination, their psychological and emotional well-being will be impaired. This places responsibility on adults to create the necessary conditions to ensure this happens. The UN Convention describes governments as the primary duty bearers. This means governments, more than any other institution or organisation, have both the duty and the responsibility of fulfilling the rights of children. These responsibilities include the fulfilment of rights for individual children; for example, access to health care and education.

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  Many other groups also have responsibilities, including local authorities, health service providers, communities, parents and other caregivers. For example, it emphasises that governments must respect the role of parents or caregivers as having primary responsibility for the guidance, upbringing and development of the child. However, the UN Convention also stresses that the best interests of the child will be the basic concern. And this means ensuring that their rights are respected. This includes, for example, ensuring that both boys and girls are provided with equal shares of food within the family, or not disciplining children using physical violence. A brief overview of responsibilities of key duty bearers are outlined in Figure 1. Figure 1. A hospital or clinic has a responsibility to provide a professional, efficient and inclusive health service for all children who need information, advice and treatment regarding their health. Health workers have a responsibility to treat all children with respect, without discrimination, and to ensure that the children are as fully involved in their own health care as possible.

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  Children also have responsibilities: To themselves — to do whatever they can to ensure their own safety, health and learning. To other children — to be caring, responsive and protective of other children and not act in ways that prevent their rights being realised; for example, bullying, or disruptive behaviour in school. To their families — to contribute to the life of the family, support their parents and show appropriate respect for elders. To their community — to contribute positively and as far as possible towards community life and their own environment. Rights are not dependent on children exercising responsibility. For example, children cannot be denied the right to health care because they have acted in ways that place their health at risk. They are elected by the governments that have ratified the UN Convention.

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  Each member of the Committee serves for four years, and can be re-elected at the end of that time. Their task is to monitor governments to see if they are taking the necessary actions to ensure the rights of children. Governments who have ratified the UN Convention are required to produce a report for the Committee every five years. The Committee meets with a delegation from the government and, after analysis and discussion, it produces recommendations to the government.

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  The government is then expected to act on these recommendations. For example, in recent years, many governments have invested in expanding primary education to try to ensure universal access to education. However, you may be aware of problems that children are experiencing that the government does not seem to do anything about; for example, being beaten by teachers when they go to school. You may need to scroll up and down to find the right boxes to tick. The Charter came into force on 29 November The content of the Charter is similar to that of the UN Convention: many of the rights are the same but it does differ in a number of ways.

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  The key differences between the African Charter and the UN Convention are that the Charter: prohibits child marriages insists on 18 as a minimum age of marriage requires that all marriages are registered in an official registry requires that pregnant girls have the right to continue their education includes a reference to protection from Apartheid insists that no child under 18 years can be recruited into the armed forces or take part in hostilities has no references to the right of a child to an adequate standard of living includes an Article setting out the responsibilities of children this is not included in the UN Convention includes an Article on the rights of children of imprisoned mothers again absent from the UN Convention makes more explicit reference to the family as the natural unit and basis of society.

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  It has 11 members who are elected for five years, and governments must submit reports to them every three years. Look at the two pictures below. According to the African Charter: Should a child be involved in armed conflict? Does a young mother have the right to continue with her education? They are: The right to non-discrimination Article 2 The best interests of the child must be a primary consideration Article 3 The right to life and optimum development Article 6 The right to be heard and taken seriously Article 12 In other words, these four rights must guide the way all other rights are implemented. This means that, for example, when looking at the right to health, the guiding principles must inform the way you treat a child, and the way services are run.

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  Note For ease of reading, in the following text we refer only to the UN Convention when explaining the general principles: however, our discussion applies equally to the African Charter. The right to non-discrimination All rights in the UN Convention apply to all children without discrimination on any grounds. Attention should be given to differing needs of girls and boys, and the way in which cultural attitudes and practices affect their health and development. Harmful gender-based practices, such as female genital mutilation or scarring that undermine the right to health of girls and boys, should be given more attention by health practitioners. Children in disadvantaged areas, like refugee camps and rural areas, may receive a poorer service. All these factors should be considered by governments when developing programmes and policies that work towards ensuring equity.

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  The best interests of the child This Article and guiding principle requires that all public and private organisations have to make sure that the best interests of the child is a primary concern when they are taking action that might affect them. This requirement obviously applies to health workers and health services. For example, a decision to treat a child must always be made in his or her best interest and not just to contribute to research findings or to provide a doctor with more experience. For example, before giving an injection to a child who is capable of understanding, it will be in her or his best interests to provide them with information about what is going to happen, and why the injection is needed. You can also ask them if there is anything you can do to make them feel less anxious and tense.

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  The right to life and optimum development This Article stresses the right of every child to life, survival and development. It means that governments must ensure that health services are designed to protect the lives of children. But it goes further than this. It means that the lives of all children must be equally protected, irrespective of disability, gender, ethnicity or any other factors. This does not always happen. For example, in a recent consultation with young people in Tanzania for this course, they described examples of albino children who were thought to be affected by a curse and injected with overdoses of drugs so that they would die. Look at the picture below. What does this child require for optimum survival? This does not mean that you must do whatever children want.

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  However it does mean that their feelings, concerns and ideas should be taken into account when you are making decisions about them. This involves both listening and taking on board what the children say. Case study A local health centre, in partnership with an NGO that was providing health services to adolescents in the local schools, was doing research into sexually transmitted infections [STIs]. A group of health practitioners visited a secondary school in the local area to conduct the research on the prevalence of STIs. The children were picked randomly and asked to provide specimens of urine, blood and stools for analysis. The results were left with the school administration, and prescription medicine was left with the school principal to administer to the children.

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  The principal then announced the results in the school assembly and lectured the students not to be involved in sexual activities because some of them had been diagnosed as HIV positive. The affected children were then given the medicine that had been left for them. The children completely refused to take the medicine and reported the matter to their parents, who were enraged over the whole incident. The girl who was supposedly diagnosed as HIV positive ran way from school and drowned in the nearby river.

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  Now answer the questions below. What rights do you think were violated by the various people in the case study? The health workers? The headmaster? What should have happened if the four guiding principles were to be respected? Discussion The case study illustrates a number of ways in which the rights of the children were ignored. For example you will have noticed that the practitioners only asked permission from the school to administer the tests and did not discuss the matter with the children or their parents. The results were not discussed with the children or with their parents, and there was no confidentiality for the children affected by this very sensitive medical issue.

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  As a result of the way in which the situation was handled, the two girls affected felt discriminated against, and ultimately one of them died.

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  Ethics and Professional Standards This section covers the code of ethics, professional standards and the global investment performance standards. Ethics is one section that is equally important in all of the three levels. The questions will be aimed at the application of the seven standards in professional situations. Quantitative Methods You can expect about one to two item sets from the quantitative section. The case statement will most likely present data regression, and ask you to analyze and interpret the data. You may even be asked to calculate some key metrics based on the data provided. Economics Similar to the topic above, economics is also a small section in Level II. You can expect one item set for this topic. You need to have a good conceptual knowledge of economics, as many of these concepts can be tested along with other topics.

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  One important concept is foreign exchange , and you are likely to be tested on the application of its concepts. Financial Reporting and Analysis Financial reporting and analysis represent a large portion of the exam. You can expect about four to five item sets from this section. The important concepts are accounting for inventories, accounting for long-lived assets, accounting for leases , inter-corporate investments, accounting for acquisitions, variable interest entities VIEs , and financial reporting quality.

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  You are more likely to be asked item set questions based on a combination of these concepts. You need to learn the processes and principles and practice their application thoroughly. GAAP is critical. Corporate Finance Corporate finance is an important but easy-to-handle subject. The concepts in corporate finance are linked with the financial reporting and equity sections. So, the questions may be combined with material from the other sections. The key concepts include capital budgeting , capital structure, dividend and repurchase policy issues, corporate governance, and mergers and acquisitions.

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  Portfolio Management You can expect one or two item set questions from portfolio management. The material in this section is huge, and it may be wise to keep this section for the end. Remember that the portfolio management material will get deeper in the Level III exam, so it's a good idea to have a general understanding of concepts here. You will be tested on portfolio theory, market efficiency , and asset pricing concepts. Equity Investments Equities is an important section for financial analysts and you can expect about four to five item set questions from equities.

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  There is a lot of material on equity analysis and valuation methods. Note that the equity section is heavy on formulas and you may be asked to perform formula-based calculations and interpretations. Fixed Income Fixed income is a small, yet important part of the exam that is quite similar to the corporate finance section. Given the recent financial crisis , this section has become even more important. You can expect one or two item sets on this topic. Like equity investments, fixed income is also heavy on formulas and some of the concepts are quite complex. Key concepts include credit analysis, term structure, bonds, mortgage-backed securities MBSs , and their valuation. Derivatives This is a more challenging section and you can expect at least two item set questions from derivatives.

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  The material covers futures and forwards, options, and swaps. Within derivatives, you should be familiar with currency forwards , interest rate futures and forward rate agreements. In options, you need to understand the options strategies and the models for pricing option contracts. In swaps, you should be able to interpret a swap transaction and figure out the cash flows to the parties involved. Alternative Investments This section covers asset classes other than equity and fixed income. The three asset classes, which are a part of the CFA curriculum, are real estate, hedge funds , and private equity. There will be one or two item sets questions from this section. This is a relatively easy section and can help you get that additional score without getting into complex stuff. So, it's critical that you spend time on practicing and taking sample tests while reviewing the areas where you are weak throughout your preparation.

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  Best of luck on the exam! Article Sources Investopedia requires writers to use primary sources to support their work. These include white papers, government data, original reporting, and interviews with industry experts. We also reference original research from other reputable publishers where appropriate. You can learn more about the standards we follow in producing accurate, unbiased content in our editorial policy. CFA Institute. Compare Accounts.

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