If no law is broken, is there anything wrong with dumping If so, when Essay

If no law is broken, is there anything wrong with dumping If so, when is it wrong - Essay Example According to Case 1.1, it is evident that the materials disposed of in the other countries are illegal in the US. Once there is an identification of products and goods as hazardous, all humans require warning about the damages associated with their use. Observation points out that the manufacturers in the US have no considerations regarding the human health because they disposed of the pajamas even after the CPSC labeled them as deadly to the health of the children. The toxicity in the pajamas causes kidney cancers to the children that foster their suffering, and it is wrong to allow their use. It is wrong to cause deaths knowingly to the fellow humans. For example, the baby pacifiers led to deaths of innocent children despite their banning. The case of exporting contaminated wheat and barley initiated deaths of 400 Iraqis while hospitalizing 5,000 others. The instance followed the export of the banned organic mercury fungicide from the US. The exporters had knowledge about the contamination of the wheat and barley but went ahead to sell them to the other nations. The morals hold that it is wrong to initiate death to the fellow individuals but proposes the spread a word of caution. Regardless of no laws broken, it is cruel to cause human suffering and sudden death. Morals should be self-guiding to keep the human race in

Banking Industry in Recession Coursework Example | Topics and Well Written Essays - 2000 words

Banking Industry in Recession - Coursework Example Since that time, concerned officials have been attempting to come up with solutions to the difficulties that the banking industry as well as the global financial system is facing. The banking industry has also been going through a process of reformation lasting over two decades. Market liberalisation, as well as the induction of latest information technologies led to a strong trade growth resulting in several mergers and acquisitions in addition to off shoring potential. Seeing the trends of previous years, reformation in financial institutions is persistent. Reducing the consequences of this recession has been easier for nations and workplaces with well-built channel of communication (Downey, p. 94, 2011). The recession started several mutual projects of social associates. During the year 2009, 93 percent of the companies within the banking industry initiated joint bargaining against an average of 84 percent within other industries. Another consideration within the banking industry is that a works council covers 97 percent of companies that have more than 50 workers. Markets will have to go through a period of reformation to consider the facts of the impact of recession. Bank liquidity is currently known as being a lot more significant within the banking concept than in the previous years, when banks gave unsatisfactory attention to the need to expand financing sources. Market participants should become responsive to the changing wave within the banking industry as well as adjust their policy and approach consequently. A need for stronger guideline is predictable as an increase in guideline is the rational outcome of a recession. Now, there is only the aim to inflict more guidelines on the banking industry although its precise form is not as confirmed yet. The most competent approach would be for the United States as well as for the European Union to synchronize their course of action; or else, â€Å"banks will concentrate operations in the jurisdiction with the least restrictive regime† (McLean, p. 36, 2010). In the initial instance, the market requires to stay away from the development of another ‘Shadow Banking system’. Moving ahead, one can look ahead to that any organization that takes influential positions within financial instruments will be positioned under the control of the state supervisory body. Any business or legal entity that operates like a bank or operates like a channel for a bank will be put through the regulatory system. Barclays resisted the financial recession by declaring solid returns; regardless of the banking industry recession, Barclays made pre-tax returns of ? 1.6 billion during the last quarter in the year 2009. This takes its earnings of the same year to ? 4,646 - 18 percent less than a year ago - because of ? 5.9 billion of bad debts (McLean, p. 36, 2010). However, while Barclay's United Kingdom retail section witnessed returns tumble, its investment as well as commercial banking divisi on goes on to do well. Moreover, with the profits from the sale of its International Shareholders division still to come, Britain's second largest bank seems to heading in the right direction for a record-breaking year.

Legislative action on S.640 in the 102nd Congress Essay Example for Free

Legislative action on S.640 in the 102nd Congress Essay The Act which was introduced vide legislative action on S 640 in the 102nd Congress is named the Product Liability Fairness Act. It is deemed to govern the product liability action that can be brought against a manufacturer or product seller, for causing harm by his product. It provides for a civil action being brought against the manufacturer or product seller for the loss or damage to a product itself or for commercial loss which will in turn be determined by the commercial or contract law which is applicable. It is designed to supersede any state law which is inconsistent regarding recovery in such actions. However this suppression is not applicable under a number of varied circumstances to include the defense of sovereign immunity asserted by any State or by the Federal Government of the United States. The Federal law except the Federal Employees Compensation Act and the Longshore and Harbor Workers Compensation Act, the Foreign Sovereign Immunities Act of 1976, the State choice-of-law rules, the right of courts to transfer the venue or apply it to a foreign nation or to dismiss a claim of any foreign nation or citizen on grounds which state that this is an inconvenient forum and also any statutory or common law cause of action including action to abate a nuisance, that authorizes a state or person to institute action for civil damages or civil penalties, clean up costs and so on. Any statutory or common law cause of action, including an action to abate a nuisance, that authorizes a State or person to institute an action for civil damages or civil penalties, clean up costs, injunctions, restitution, cost recovery, punitive damages, or any other form of relief from contamination or pollution of the environment or the threat of it. It also implies that this is a very important issue from the point of view of the hypothesis under consideration that US district courts will not have jurisdiction over any civil action under this Act based on the specified provisions of Federal law relating to district court jurisdiction. The Act also declares that in case of any provision of this Act shortening the period during which the producer of goods or his seller otherwise is exposed for liability, the claimant without cognizance of the period can bring about civil action under this Act within one year after its effective date. Title II of the Act allows any claimant to bring civil action for damages against a person for harm caused by a product applicable under the state law except to the extent such law is superseded by this title of the Act. Expeditious settlement measures include an option to include an offer of settlement for a specific dollar amount by the plaintiff or the defendant in a responsive pleading or award of attorney fees and costs to the party which does not accept the terms of settlement of the offer. It also caters for alternative dispute resolution provisions and mechanisms which are recognized by state laws. In Title III, a person is permitted to seek recovery for harm which has been caused by a product through civil action against the manufacturer or seller under applicable or Federal law to the extent that such law is superseded by the Act. It establishes a standard for liability by a product seller for the causes of the harm which can fall under categories of negligence or express warranty. The conduct of the seller can be examined with respect to a variety of factors such as construction, inspection or condition of the product and for not passing on the warning or instructions from the manufacturers only in case these have not been forwarded when the item was in his possession or has not made reasonable efforts to provide the users with the warning and instructions. The seller is treated as a manufacturer and is liable for damage caused in case the manufacturer is not effective to service of process in any State in which the action could have been brought which is relevant in the case of the hypothesis wherein the Federal laws are said to be applicable in states under the Act. Punitive damages are however proscribed against a manufacturer or seller of a drug or medical device where the drug or the device has received the pre market approval of the Food and Drug Administration (FDA); and the drug has been accepted as safe under conditions approved by the FDA. Similar protection is provided to manufacturer of aircraft which have been subject to pre-market certification by the Federal Aviation Administration (FAA). The factors to be considered in determining the amount of punitive damages have also been covered. Civil action is barred unless the case is filed within two years after the claimant is said to have discovered the harm and its cause and for a capital good which is not a toxic harm, the period is twenty five years after the delivery of product. The Act provides for compensation to individuals when their rights are infringed as there has to be provision for trans state movement of goods. As invariably there is transmigration of goods between states, there is a need for application of a federal law of such nature. The Bill was introduced by Sen. Robert W Kasten. Jr, a Republican on 13 March 1991 and had 39 co sponsors, which was numerically adequate to see the bill through in case a majority of the senators supported it. The proceeding of the Bill was as given below:-(a) The Bill was introduced on 13 March 1991 and then read and referred to the Committee on Commerce. (b) The Subcommittee on Consumer as well as the Committee on Commerce held hearings and it was reported on 14 November 1991 without amendment. (c) It was referred to the Committee on Judiciary by unanimous consent in June 1992. (d). After consideration by the Judicial Committee it was placed for consideration in Senate by Unanimous Consent on 8 September 1992. (e) Cloture motion to proceed was presented and withdrawn on 8 September 1992. (f) Cloture to proceed was not invoked in Senate by Yea-Nay votes on 10 September 1992 and again not invoked on reconsideration by Yea – Nay vote of 58 – 38. (g) There after this was not pursued further. However the Act in a modified form and through a separate motion has came into force in 1995. The issue before us is however that of liberals being federal focused vis a vis the conservatives. The bill was designed to regulate inter state commerce and provide a uniform product liability law as per the title. It was extensively for the benefit of the individual and the consumer and for all purposes should have been considered by the Senate and approved. However it appears that the underlying clauses in the Bill as given below which restricted the powers of the state could have contributed to its rejection for cloture:- (a) It declared that U. S. district courts did not have jurisdiction over any civil action under this Act, based on specified provisions of Federal law relating to district court jurisdiction. (b) Superseded any inconsistent State law regarding recovery in such actions. A quantitative analysis of the votes has been carried out in the Tables 4 to 6 given below. An examination of Table 4 will reveal that the overwhelming votes of Republicans, 40 have not been in favor of cloture of the legislation with only three for it. The liberal opinion has been with 18 not in favor of the cloture and 35 for it. This clearly indicates that the Republicans were not in favor of restricting the powers of the states even when these were in favor of the individual and also affected the regulation of commerce. This would have avoided a number of vexed issues arising out of inter state commerce which could have been smoothened. But the lack of cloture prevented from such a logical course taking place. The Republican bias towards state independence once again proved to be the stumbling block. An evaluation of the percentages polled will amplify this aspect further for which Table 5 may be examined. The Republicans have voted with an overwhelming 93. 1 percent against the cloture while 66. 1 percent of Democrats were in favor of the cloture. Thereby establishing that a majority of liberals do vote in favor of such motions which provide for federal control on issues which impinge on state – federal relationship. In case the voting is examined quantitatively in terms of percentage of voting in terms of Ayes and Nays with party affiliation, it would emerge that 68. 9 percent Republicans and 31. 1 percent Democrats had voted against the cloture and only 7. 9 percent Republicans and 62. 1 percent Democrats were for cloture. Thus the Democrats are deemed to be overwhelmingly in favor of the cloture.

The Personification Of Food In Literature

The Personification Of Food In Literature Since food is created from recipes that have been passed down from one generation to the next, the art of cooking was taught by mothers to daughters, they reawaken the past by reminiscence. It is not a surprise that we find frequent references to the epitome of human characteristics in novels of magic realism, such as Kitchen and Like Water for Chocolate. Food in literature can be used as symbolism for many aspects of things, but its most likely that it represents the ideal voice of a character or the personality of themselves. This is because certain aspects of a character reveal themselves in the personal choices of consuming food and the effects afterwards on the characters. Since eating consists of numeral pre-activities to be performed; the preservation, preparation, presentation, and performance of food as well as the food product itself is what leads characters to behave ambiguously. More abstractly, in addition to giving insights within a character, both Yoshimoto and Esquive l use food to symbolize significant relationships amongst the characters and the association in fact or thought. Therefore, by analyzing the human attributes given to food, we can gain insights into numerous ideas that the writers are exemplifying. This paper will compare the ways in which food is used for the above purposes in both novels. Early in Kitchen we are shown a brief introduction to the main character Mikage and her adoration for the kitchen. Mikage is portrayed as a caring and generous character through her food preparation activities and presentation. While preparing food for others, she upholds a feeling of contentment and happiness because the warmth of food and the company of her loved ones. We see that through the death of Mikages grandmother whose death has left a heavy impact on her. She describes to have slept in the kitchen after her grandmothers death, which indicates her association with warmth and food was what she needed to comfort her worried soul: Steeped in a sadness so great I could barely cry, shuffling softly in gentle drowsiness, I pulled my futon into the deathly silent gleaming kitchen. Wrapped in a blanket, like Linus, I slept. The hum of the refrigerator kept me from thinking of my loneliness. There, the long night came on in perfect peace, and morning came. Furthermore, being a culinary teachers assistant, Mikage has a particularly refined taste for food and always seems able to make eating an event that upholds optimism and hope under any circumstances. She makes it a social experience for Yuichi, an acquaintance of her grandmothers funeral whos family Mikage goes to live with after her grandmothers death. He had been mournful after his own mothers death and Mikage had prepared a magnificent feast in order to cheer him up. And its true that for the whole summer I went about it with a crazed enthusiasm: cooking, cooking, and cooking. I poured all my earnings from my part-time job into it, and if something came out wrong Id do it over till I got it right. Angry, fretful or cheery, I cooked through it all. (56) Mikage is also shown to reveal her inner emotions through the use of preservation and presentation of food to express her sincerity and concern. As a young woman who had been taught by her grandmother to cook, she does not limit herself to only traditional recipes. She prepares food with vast quantities of materials and tries to expand on her options of cooking a good meal. She questions her love for the kitchen, Perhaps to me a kitchen represents some distant longing engraved on my soul. As I stood there, I seemed to be making a new start; something was coming back (56). The intensity of culinary had given her opportunities to express her inner feelings and to maintain a steady relationship with the people in her life. Mikage prefers finely detailed meals which consist of dishes with lots of color and shapes, reflecting her personality within the final product. Her preservation of food reflects her thoughts and concerns for the people in her life, such as her friendship with Yuichi. She identifies his loneliness and sets out to be a better friend by Finding myself standing alone in the standing alone in the street, close to midnight, belly pleasantly full, a hot takeout container of katsudon in my hands, completely bewildered as to how to proceed. (93) From this we can perceive the importance of friendship from Mikages generosity of supplying food for a friend. On contrary, Yuichi is grateful of having Mikage in his life and the food would taste so good because he feels loved and happy amongst his isolation. It is exactly the notion that distinguishes Mikage from other characters in Kitchen. Though Mikage also has a humble taste for food that shes accustomed to, The food was so delicious, and I realized how very, very hungry I was. It occurred to me I always enjoyed what I ate when I was with him. How wonderful it is, I thought (142). In contrast to other characters in the book, Mikage does not care for her social environment. This is evident in which she describes her eating experiences with Yuichi, her very close friend. This shows that Yuichi has bonded with a person who cares very much about him through her expressive eating behavior. The affectionate attitude to food is related to their genuine friendship, and more specifically, conveying their emotions. In a cafà ©, sensible Mikage drank tea with Yuichi, confessing that it was their first time sitting down in such a setting, Yuichi bluntly blurts out Mikages feelings about her grandmothers death versus his feelings towards his mothers death. The literal description of Mikages profoundly response was Yuichi, the fact that youre relaxed enough with me now to tell me how youre really feeling is a source of comfort to me. It makes me very happy. So happy I feel like shouting it from the rooftops (76). It can be interpreted metaphorically with tea being a symbol for relaxation but conveys acknowledgement between people. Contrariwise, Mikages goal in a genuine friendship is shown in her attitude towards her association with food. When she began to sob audibly, everyone in the place turned to stare at her. Chikas shoulders jerked spasmodically, racked with grief. Tear s fell into her soup (86). Again, the fundamental presentation of food is associated with emotions and memoirs. Mikage, who witnesses his touching scenario can identify that the human heart is unquestionably precious and genuine. The human nature of Mikage shows itself in the reply: the experiences of the last months had changed me. In the mirror I could see only a trace of the spoiled princess I had been, the one who took Eriko for granted. I was so far from that now (87). The death of a friend led her to realization that it was too late to say goodbye. Experiencing a similar fate to Mikage, Tita shows her affections through her preparation and presentation of food. However, she is denied of love from her mother and she is used as a tool to compensate the happiness of the rest of family members while not being able to experience her own. While all the food she prepares does not center on her, most of it was having to do with her entity. So it seemed that Tita was destined from the very beginning to learn the traits of cooking since birth, allowing her emotional connection to the food she cooked later in her life as a form of realism. The establishment of traditional recipes being handed down from one generation to the next is relevant to Tita and her emotions. Since her mother has denied her marriage to Pedro, her lover; he has brought her roses which she used for their family dinner. A sense of alchemical process, this is ominously displayed at the dinner: with that meal it seemed they had discovered a new system of communication , in which Tita was the transmitter, Pedro the receiver and poor Gertrudis the medium, the conducting body through which the singular sexual message was passed (52). Her resilient behavior concerning her preparation of food and drinks shows her frustration and insatiable character; on her knees, was bent over the grinding stone, moving in slow regular rhythm, grinding the almonds and sesame seeds (67). Tita finds her sexual satisfaction in passionately committing adultery with Pedro and this is symbolized by the eating of rose petal quail. Without any mention of romantic love, the presentation of food reflects the intensifying emotions during the preparation. This example adds to Titas profile to have affectionate characteristics. The way that food can be used as a literary effect is evidence in both novels Kitchen and Like Water for Chocolate, Yoshimoto and Esquivel seem to share a similar view on the literary use of food symbolism. The reason that something as generalized as food comes to represent the characters and their need to transform the food with their own emotions. Instead of describing directly what kind of character one is or stating how the plot will develop, both authors use the personification of food to convey the ideas. It is this sort of literary technique that makes a novel enduring.

Don Bosco :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  John was born in 1815 in Recchi, Italy. When John was two, his father died prematurely. As a boy, John lived on a farm with his family doing the only thing they knew how, farming. Poverty and a lack of formal education in the home did not stop the growth of John Bosco as a person. His mother was for real, realizing the importance of God in life (http://www.sfn.saskatoon.sk.ca/rel/cath- boscocamp/about.html).   Ã‚  Ã‚  Ã‚  Ã‚  Getting a formal education was a constant struggle for John. The family finances being what they were, his brothers felt that he was wasting time, energy, and money and that it would be better for all if he stopped going to school and worked on the farm, earning money (http://www.sfn.saskatoon.sk.ca/rel/cath- boscocamp/about.html).   Ã‚  Ã‚  Ã‚  Ã‚  At age nine John had a dream in which he saw himself changing children from beasts into lambs. He decided immediately to become a priest and devote his life to children, and began at once. He haunted every circus and fair; learned to walk tight-ropes, do acrobatics, and become a conjurer at the cost of an often broken nose (http://users.erols.com/saintpat/ss/0131.htm#john). He must have understood physical fitness for as a youngster he was known and respected as the town's acrobat and juggler. Many would assemble to witness his tricks. He was then able to provide fascinating entertainment that would end with the rosary and a verbatim repetition of the previous Sunday's sermon. What was amazing is the fact that before any performance he would ask his audience to join him in prayer. God was his friend This friendship with God became powerful and slowly John prepared for the priesthood (http://www.sfn.saskatoon.sk.ca/rel/cath- boscocamp/about.html).   Ã‚  Ã‚  Ã‚  Ã‚  In 1841 at the age of 26, John was ordained priest. He was now ready to make his contribution toward the poor and homeless (http://www.sfn.saskatoon.sk.ca/rel/cath-boscocamp/about.html).   Ã‚  Ã‚  Ã‚  Ã‚  While in Turin, the rejects of society appealed to him. His awareness of what could be in them motivated him to commit his work and style of living to the building of people. His life is unbelievable as his burning love brought him to hospitals and prisons, to the troubled and the dying. His ministry forced him to beg for jobs for the boys he was helping, visited private homes, taught night classes, heard confessions, and celebrated the Eucharist. His life was deeply questioned by his confreres. He was deeply disturbing the establishment and efforts were made by the authorities to have him committed to a mental asylum.

Distinctively Visual Essay

Composers create distinctively visual images to draw aspects that they are presenting in their texts. This helps the reader to understand and visualise the characters responses to significant aspects of life. The Author Henry Lawson uses these distinctive images in his short stories ‘The Drovers Wife’ and ‘The Loaded Dog’ to help portray the harsh realities of living in the Australian bush. These realities create significant experiences for the individuals in his stories as they are faced with hardships, mateship and love. Similarly, John Misto’s play ’The Shoe-Horn Sonta’ and Ramon Tongs ‘African Beggar’ use distinctively visual language to let the responder engage with the characters and their world. ‘The Loaded Dog’ explores the significant experience of mateship through the characters; Dave Regan, Jim Bently, Andy Page and their young retriever Tommy who is described with great visual imagery as an ‘overgrown pup, a big, foolish, four-footed mate, who was always slobbering round them and lashing their legs with his heavy tail that swung round like a stock-whip’. The story starts off slow introducing the gold mines that the story takes place in, using elaborate instructions to explain the process of mining and cartridge construction through verbs including ‘sewed’, ‘bound’ and ‘pasted’ which gives the reader a distinctively visual image of how life was for the gold miners. The author uses Australian jargon and vernacular language such as ’Don’t foller us!’ and ’no mucking around’ throughout the story to give the reader a more visual image of how the men of the area communicate. The story’s pace exponentially increases along with it’s humour as the storyline develops and as each complication arises. Dialogue and punctuation, such as ‘dashes’, carry us along with the action painting a picture in the readers mind of the events taking place. Dave who is seen as the ‘ideas man’ decides to create a cartridge to blow the local fish out of the water to eat and while he is at away at working on the cartridge, Tommy grabs the cartridge in his play, setting it alight in the fire, which establishes the main issue in the story. Lawson uses a humorous tone throughout this scene to give the reader a more visual image of what is being played out ‘close behind him, was the retriever with the cartridge in his mouth – wedged into his broadest and silliest grin’. Another short story composed by Lawson similar to ’The Loaded Dog’ entitled ‘The Drovers Wife’ creates powerful images through the use of distinctively visual language that enables the reader to feel the hardships of the characters. Lawson begins the story with the distinctively visual image of the harsh landscape ‘The bush consists of stunted, rotting native apple trees. No undergrowth, Nothing to relieve the eye save the darker green of a few she oaks which are sighing above the narrow waterless creek’. This descriptive language allows the responder to visualise the harsh outback scenery. The drovers wife is seen as a protective mother and a hardened battler against the disasters of the Australian bush. The use of alliteration ‘no undergrowth, nothing to relieve the eye†¦ nineteen miles to the nearest civilisation’ accentuates how isolated the Wife is from society. Lawson uses powerful verbs when creating a distinctively visual image in the responders mind in ‘The Drover’s Wife’. When the drover’s wife goes to hit the snake, ‘snatches’ is used to create images of immediacy and courage within the responder’s mind, whilst ‘darts’ is used to create an image of threat, the woman has no hesitation in hitting the snake and she darts to protect her children. Similar to John Lawson’s stories, John Misto’s Australian play ‘The Shoe-Horn Sonta’ uses an array of distinctively visual techniques to highlight the significant aspects of the story. Through dramatic film and editing techniques, and powerful dialogue, Misto explores the story of hundreds and thousands of women imprisoned by the Japanese in South-East Asia. The composer uses juxtaposition as the dialogue consists of both private and public conversations to create an image in the responders mind of the powerful links between the public and private voices between the two main characters, Sheila and Bridie. The opening scene shows Bridie re-enacting the kowtow, a tribute to the emperor of Japan ‘Bridie stands in a spotlight. She bows stiffly from the waist, and remains in this position.’ These stage directions allow the reader to visualise how Misto wants it to be performed, letting the reader share their experiences, and feel engaged with Bridie . Ramon Tong’s ‘African Beggar’ utilises distinctively visual language techniques to create and perceive a relationship with the persona and his  world and therefore understand the challenges he faces. The metaphor ‘a heap of verminous rags and matted hair’ is used to establish an image of a ‘thing’ rather than a human as ‘verminous’ is usually associated with flies and ‘matted hair’ creates images of an unhygienic lifestyles in the responders mind. The tone of the story suddenly changes in the third stanza and enables the reader to re-establish the relationship and perception that was previously created with the beggar. ‘lost in the trackless jungle of his pain’ is an example of symbolism used the show that the beggar feels pain in his whole body. This stanza creates an image of someone struggling for life and gives reason for the reader to feel sympathetic towards the beggar, this is highlighted in the line ‘lying all alone’. In conclusion, these texts all use powerful distinctively visual techniques to the let the reader understand and visualise the personas and their worlds, and the hardships that they face.

Childcare and Education Unit 4

child Unit 4 – Assignment| Michelle Pieh| | Children & Play| | Rebecca Myring| 11/16/2009| | Introduction Play is the main way in which children learn and therefore play affects all aspects of a child’s development. Valuing children’s play: Props should be encouraged. Allow the use of their own experience. Own interests. Playing on their own should be encouraged. Work in a way that suits them. Adult encouragement to be engagement. Play as a way of communication. Recreate familiar themes. Transport resources to where they wish. Learn best when they are enjoying themselves. Allow for time and space. Facts about play: Through play children learn about their world. Play is considered to be a primary need of children. The stages of play change as a child grows older. The characteristics of play change as different stages of development are reached. All children go through the stages of play as they grow develop. Children develop at different rates therefore some children may take longer to go through a particular stage. D1/D7) Setting 1 – Zoo adventure play area Setting 2 – Park Setting 3 – Beach Setting 1 – A zoo adventure play area is an enclosed area containing play equipment. D7) It has wheel chair, pushchair/pram access. It has a variety of facilities ranging from a cafe with outdoor seating area for adults to sit and watch their children play to toilet facilities for all. In the play area there is specialised staff for children that have disabilities so they can help them join in with any games that are going on. The play area where the children can play has a safe outside area where children can play without parents worrying about the children getting hurt. The area is animal themed and the toys outside are animal shaped and patterned such as a swing in the shape of a lions mane and is yellow and orange to show it is a lions mane. A slide is in the shape of a zebra’s tongue the top of the steps is the head and the handles are the mouth opened wide and the slide is the tongue. Setting 2 – A park is an enclosed area where children can play without parents having to worry about their child going out of the park onto a street near a main road. There may be different parts in the park that are specially designed for each age range. For example: Babies/small children there may be a soft play area, bucket swings that a child can be harnessed into, small low sit on toys and a small slide. Aged 6 -10 children there may be a bigger slide, seesaw, roundabout, swings, small trampolines, climbing frames and tyre swings. Teenagers there may be basketball courts, tennis courts, football nets, running track, climbing wall/ abseiling wall, golf course, wire swings, zip wire, a weather pitch for all sports and a big trampoline that has a net around it to keep them safe whilst jumping. Setting 3 – The beach is a large area containing sand and water. The children like making sand castles. They also like feeling the different textures e. g. Water and sand mixed together. The children also have a chance to have a donkey ride. D7) There are also ramps for access for wheel chairs, push chairs/ prams. On the beach there needs to be parental supervision. D2) Age range for zoo – between 18-24 months to 16years Stage of play for the zoo is spectator aged between 18 months – 24months to 4 years and co – operative play for aged 4+ children. Age range for park – 2 years to 16 years Stage of play for the park is spectator 24 months to 4 years and co –operative for aged 4+ children. Age range for beach – 2 years to 16years Stage of play is spectator 24 months to 4 years and co –operative for aged 4+ children. Co – operative play is where children play together with shared goals. Play can be quite complicated and children are supportive. D3) The type of play that goes on is: Zoo – physical play Park – pretend play Beach – discovery play Zoo – At the zoo children would be involved in physical play. They would do this by finding different equipment to play on. Using all the different equipment they would exercising which would form their muscles, stamina, balance and Co-ordination. (Tassoni P, Hucker K, 2005, Pg 163) Park – At the park they would find different equipment to play on. They would pretend to act out things and pretend that they are other people. This will enable children to use their imagination and develop their own imaginative ideas. (Walker M, Beaver, M Brewster, J Neaum, S and Tallack, J 2008 Page 195) Beach – They would discover sand and water. They would also discover mixing sand and water. They may find shells, crabs, star fish and jelly fish. D4) Zoo is physical play – An example of a zoo play area would be playing on the monkey bars which would be developing their gross motor skills. This will develop whole body and limb movements, co-ordination and balance. Walker M, Beaver, M Brewster, J Neaum, S and Tallack, J 2008 page 194) Park is pretend play – An example of pretend play at a local park would be a child playing on a climbing frame that has a wheel on it and they are pretending it is a ship/boat, aeroplane/helicopter. Beach is discovery play – An example of a beach would be discovering different shells, sea life, boats, and textures of sand by building sand castles. Mixing sand and water together to make sand pies. Developing knowledge and understanding of the world. D5) Beach discovery play and Maria Montessori theory. The main points of Maria Montessori’s theory are: Children pass through particular development stages. This is the essential for the child to be able to learn. * Montessori developed a structured education programmed based on these stages, including a number of specially devised pieces of equipment that encourage children to develop certain skills. * Limited emphasis is placed on counting, reading and writing these will follow once the basic social and emotional development has taken place. * A Childs natural will to learn should be encouraged to foster a lifelong motivation for learning. * Children should be encouraged to work alone. Montessori felt the best learning occurred when children were focused, silent and completely absorbed in a task. * Montessori did not believe in free play and did not encourage children to develop their own ideas –play needed to have a learning focus. (Garhart M C, 2000, Pg 21-37) Maria Montessori believed that children learn by doing practical activities and by playing outdoors. D6) Setting 1 – zoo adventure play area * In the adventure play area with children aged 18-24 months to 16 years, an obstacle course could be arranged to include either a route over a high climbing frame or a lower route through it. The risks would be bumping into others, slipping and falling. I have chosen this activity as it will allow children to understand risks e. g. heights, bumping of the body parts. The challenge would be learning their limitations. Setting 2 – park In the park with children aged 2 years to 16 years, a park play area could be set up in the shape of a trim trail to include a variety of apparatus that provide challenges. The risks would be bumping into others, slipping and falling. The risks that the children will learn to understand are bumping into other children, slipping on play equipment and falling off of play equipment. The challenge that they might have to overcome is to see how high they can swing on a swing whilst feeling comfortable. Setting 3 – beach On the beach with children aged 2 years to 16 years, provide activities e. g. digging and making sand castles which challenges them to be sensible when handling the sand. The risk would be getting sand in their/other people’s eyes, risk of drowning in the sea, risk of being bitten by crabs and getting stung by jelly fish. The risks could be getting sand in their eyes, getting bitten by animals and drowning in the water. The challenge they will have to vercome is learning about what can happen if they touch certain animals. C1/D7) Setting 1 – zoo adventure playground Challenge and risk activity chosen in (D6) was obstacle course. Resources that would be used: * Climbing frame with monkey bars, lower and higher side. * Tunnels. * Under and over bars. Health and safety equipment: * Safe area. * Helmet. * Knee pads and elbow pads. * Safety mats, non slip floor. * Supervision. * Appropriate footwear, clothing. These resources have been chosen because: For children’s own welfare and safety. They allow children to achieve the learning outcomes that have been planned for. They meet individual children’s needs- D7. Provides different levels of play for age range and ability. Setting 2 – park Challenge and risk activity chosen in (D6) was trim trail. Resources that would be used: * Apparatus e. g. swings, balance walking logs, climbing nets, tyres, swinging logs. Health and safety equipment: * Safe area. * Knee pads, elbow pads. * Helmet. * Supervision. * Appropriate footwear and clothes These resources have been chosen because: For children’s own welfare and safety. They are appropriate to age range and stage of development of the children. They meet individual children’s needs – D7. Setting 3 – Beach Challenge and risk chosen in (D6) was digging sandcastles. Resources that would be used: * Spade. * Bucket. Health and safety: * Clean area. * Safe area. * Goggles. * Supervision from parent’s/carers. These resources have been chosen because: Encourages exploration. Encourages open minded play. They meet individual needs – D7. B1) Giving children activities that challenge them and make them understand risks by: Build’s up resilience as they become more aware of challenges that they will experience in the future and it will help them to become more comfortable, confident when faced with the kind of challenge. Bruce D. Perry M. D. Ph. D Professor of Child Psychiatry, Department of Psychiatry and Behavioural Sciences). Develops an awareness of potential hazards. Younger children's awareness of hazards is further raised through staff's gentle reminders, for example, prior to activities, such as cooking. Children benefit from individual towels and soap dispensers, which reduce the risk of cross? infection. To, ensure that the risk of potential hazards is minimised. Children also develop confidence and self-esteem because staffs build positive, trusting relationships with them. (Ofsted Creche report) Prevents boredom. As young children don't understand time the way grown-ups do but boredom is not always a bad thing, it can also get children thinking creatively and can pay to take a more active role in preventing boredom. (Sanders, M. R. ; Christenson, A. P. (1985). Pg’s 13, 101-117). Builds confidence. As they do the activities again again they will have confidence in doing the activity as they will know how to do it. Potential learning opportunity such as they learn that you have to follow instructions to get to the end product. Provides mental stimulation. E. g. helps children to function for longer. Maria Montessori developed a method for young children, which was rooted in the senses and involves manipulating everyday objects and following highly structured activities that engage children but rarely allow them to fail. Develops essential life skills. E. g. money, telling the time, addition/subtraction and measurements etc. Activities that provide children with a challenge and risks: Climbing frame – know their own limitations but not put off but to overcome it and be determine. Hopefully next time they won’t climb as high and only go half way so they learn from previous times. B2) Adult led sessions are often used to introduce children to exploration and investigation through play. This helps them to develop their own play agenda and ideas. Children appreciate adults who help to keep their play flowing as long as they don’t take over. How they would do this? Exploration: Involve them in activities. E. g. Building Sandcastles, Finding sea shells and stones. Encourage them to learn about new things. For example colours, numbers and letters. Plan activities that relate to children’s experiences. E. g. Places were on holiday. Encourage activities that encourage exploration. E. g. Making ice or jelly. Offer a variety of activities. E. g. collage making, beading or outdoor play. How they would do this for investigation: Provide equipment. E. g. Bucket and spade or binoculars and magnifying glass. Provide plenty of time. To allow children to finish the activity so they get the whole potential. Present activities that allow solving problems e. g. floating and sinking. Allow the children to work together. So they can work as a team member and listen to other children’s ideas and try to solve things together. Introduce new subjects and topics. To help develop further knowledge. A1) Name of theorist wrote about in D5 was Maria Montessori. Maria’s main ideas and theories are: Children pass through particular developmental stages. This is essential for the child to be able to learn. Montessori developed a structured education programme based on these stages including a number of specially developed pieces of equipment that encourage children to develop certain skills. Limited emphasis is placed on counting reading and writing. Children should be encouraged to work alone. To encourage confidence in what they think. Montessori did not believe in free play and did not encourage children to develop their own ideas. Influences on today’s practice: There are many Montessori schools throughout Europe usually privately run. The method promotes a carefully planned environment that neither allows children total freedom nor imposes activities on them. Some nurseries follow the plan completely and purchase Montessori equipment and use her theories with a flexible programme. (Garhart M C, (2000) Page 21-37) What difference (if any) might there be if the adult was aware of this theory? If the adult was aware of the theory the adult would be aware of discovery play and be able to plan activities in more depth. They will also be aware of the benefits of discovery play. How do you think the theory will affect an adults understanding of children’s play? They might think that something that the child is playing is not discovery. So this might not give the children as many opportunities. A*) The role of the adult in providing activities and supporting children’s play is to provide relevant resources to enable children to do specific activities e. g. ard making needs – card, glue, sticking things/materials. An adult also sets out a play area for the children to play in. Adults make suggestions to widen the children’s knowledge and to support them when playing. Adults should also ask the children questions to develop their understanding. The adult considers the children’s needs e. g. provide activities for different levels of needs â€⠀œ (D7). I had no idea that there was so much to play. I had no idea that there was a lot of planning towards play and how play was actually structured rather than just giving a child a toy and telling them to play. I am now more confident in advising children when they are playing. I am now in a better position as I would be able to extend opportunities by asking the child questions. I have learned all the different stages and types of play. The types of play are:| The stages of play are| Creative play. | Solitary aged 0-2 years. | Pretend play. | Spectator aged 2-2 and a half years. | Physical play. | Parallel aged 2 and a half – 3 years. | Manipulation play. | Associative – 3 – 4 years. | Discovery play. | Co – operative aged 4+ years. | Bibliography websites used www. teachingexpertise. com http://nationalstrategies. standards. dcsf. gov. uk www. ofsted. gov. uk Www. raisingchildren. net. au Bibliography books used Tassoni P, Hucker K (2005) Planning Play and the Early Years 2nd Edition. Oxford – Heinemann (Page 163) Walker, M Beaver, M Brewster, J Neaum, S and Tallack, J (2008) Child care and Education CACHE Level 2 Cheltenham; Nelson Thornes LTD (Page 195) Garhart M C, (2000) Theories of childhood—an introduction to Dewey, Montessori, Erickson, Piaget and Vygestsky. Redleaf Press – Yorkton (Page 21-37) Sanders, M. R. ; Christenson, A. P. (1985). A comparison of the effects of child management and planned activities training across five parenting environments. Journal of Abnormal Child Psychology, Pages 13, 101-117. Professional People Bruce D. Perry, M. D. , Ph. D. , is the Thomas S. Trammell Research Professor of Child Psychiatry, Department of Psychiatry and Behavioural Sciences, Baylor College of Medicine; and Chief of Psychiatry, Texas Children's Hospital, Houston, Texas.